Educational institutions have a major influence on society. This is the reason why schools should adopt the green curriculum which concentrates mainly on using innovative rather than traditional methods of teaching. Thus, this research aims to investigate the impact of spiritual intelligence and its dimensions on teachers’ engagement. The participants of this research are 360 teachers in governmental public secondary schools in Alexandria governorate. The research relationships are tested using Partial Least Squares Structural Equation Modeling, then the hypotheses are tested using path analysis technique based on the structural model. The results have shown positive and significant impact between the independent and dependent variables except for the two dimensions of spiritual intelligence: “personal meaning production” and “transcendental awareness”, which have positive - but not significant - impact on “teachers’ engagement”.
Abd Elmonim Mokbil Zeid, Azza, & Ali Metwally Omran, Kamel. (2023). Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?. المجلة العلمية للدراسات التجارية والبيئية, 14(3), 208-234. doi: 10.21608/jces.2023.322931
MLA
Azza Abd Elmonim Mokbil Zeid; Kamel Ali Metwally Omran. "Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?". المجلة العلمية للدراسات التجارية والبيئية, 14, 3, 2023, 208-234. doi: 10.21608/jces.2023.322931
HARVARD
Abd Elmonim Mokbil Zeid, Azza, Ali Metwally Omran, Kamel. (2023). 'Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?', المجلة العلمية للدراسات التجارية والبيئية, 14(3), pp. 208-234. doi: 10.21608/jces.2023.322931
VANCOUVER
Abd Elmonim Mokbil Zeid, Azza, Ali Metwally Omran, Kamel. Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?. المجلة العلمية للدراسات التجارية والبيئية, 2023; 14(3): 208-234. doi: 10.21608/jces.2023.322931
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