Spiritual Intelligence and Social Adjustment of Senior Secondary School Teachers: A Correlational Study

Abstract

Spiritual intelligence (SI) is defined as a unique form of hermeneutic–relational intelligence that enables individuals to integrate cognitive, emotional, and symbolic dimensions to guide their thoughts and actions with reflection, aiming for existential coherence rooted in a transcendent system of meaning. It functions as a metacognitive framework that unites affective, cognitive, and symbolic levels in dialog with a sense of meaning that is considered sacred or transcendent, where “sacred,” in this context, refers inclusively to any symbolic reference or value that a person or culture perceives as inviolable, fundamental, or orienting. It can derive from religious traditions but also from ethical, philosophical, or civil visions. This study investigates the correlation between Spiritual Intelligence (SI) and Social Adjustment (SA) among Senior Secondary School (SSS) teachers. In an increasingly demanding educational environment, a teacher’s capacity for finding meaning, exhibiting compassion, and maintaining inner peace (SI) is hypothesized to significantly impact their harmonious integration within the social system of the school (SA). A review of existing literature suggests that high SI equips individuals with enhanced self-awareness and ethical grounding, leading to improved interpersonal relationships and better management of social stress. The findings highlight the critical role of SI as a psychological construct that supports the holistic well-being and professional efficacy of SSS teachers, suggesting implications for teacher training and professional development programs.