The Role of Kindergarten Teachers in Developing Social Intelligence in Kindergarten Children from Their Perspective (A Field Study in the City of Latakia)

Abstract

This study aimed to examine the role of kindergarten teachers in developing social intelligence among preschool children and to identify whether there were statistically significant differences in teachers’ responses according to the variables of educational qualification and years of experience. To achieve the objectives of the study, the descriptive approach was adopted. A questionnaire was designed consisting of four dimensions: empathy, social interaction, social communication, and cooperation. The questionnaire was administered to a sample of 146 kindergarten teachers in Latakia.      

The findings revealed that the overall role of kindergarten teachers in developing children’s social intelligence was moderate. The empathy dimension ranked first with a mean score of 3.58, indicating a high level. The social communication dimension came second with a mean score of 3.43,also at a high level. he cooperation dimension ranked third with a mean score of 3.40, reflecting a moderate level, while the social interaction dimension came last with a mean score of 3.05,also at a moderate level. The results further indicated differences according to educational qualification in favor of teachers holding a teaching diploma, whereas no significant differences were found based on years of experience