Abstract
Abstract:The current research aims to identify social intelligence and its relationship to self-confidence among middle school teachers, as well as to identify the differences in the level of social intelligence and its relationship to self-confidence according to the gender variable (male-female). In addition, to identify the general level of the relationship between social intelligence and self-confidence among teachers. And middle school teachers in the district of Souq al-Shuyukh.The main research sample was selected from middle school teachers, which included (150) male and female teachers. They were randomly selected. Before starting the study, the researcher examined the reliability of his research tools by presenting them to a group of professors specializing in education and psychology, with the aim of verifying his apparent sincerity. Verify the sustainability of the two tools using the Alfa Cro-Nabach equation. The value of the reliability coefficient for the social intelligence tool was 83%, while the stability value for the self-confidence tool was 85%.The researcher conducted a statistical analysis using statistical methods for his study, including Cronbach's alpha equation, Pearson's correlation coefficient, in addition to the t-test related to one and two independent samples, as well as the t-test to estimate the significance of the correlation coefficient.The results revealed that there is a statistically significant difference between social intelligence and its relationship to self-confidence in preparatory schools between male and female teachers in the district of Souq Al-Shuyukh for males.Keywords: social intelligence, virtual honesty, preparatory schools
