Cultural Intelligence and Job Performance: Evaluating Performance of Teachers in Multi-Cultural Educational Contexts using Smart PLS analysis
Cultural Intelligence and Job Performance: Evaluating Performance of Teachers in Multi-Cultural Educational Contexts using Smart PLS analysis

Summary/Abstract: When it comes to providing education to students from different cultural backgrounds, university instructors play a crucial role. To provide outstanding cross-cultural learning opportunities in the classroom, cultural intelligence must be used. The purpose of this study is to investigate how cultural intelligence (CQ) affects university instructors' job performance. Teachers at universities are responsible for creating an inclusive learning atmosphere where students from all backgrounds feel respected and understood, in addition to teaching content. In order to effectively traverse cultural differences, adapt instructional tactics, and engage with students from diverse cultural backgrounds, educators must possess cultural intelligence. Furthermore, investigating how cultural intelligence affects work performance might further our understanding of cross-cultural management and educational leadership. Within the cohort of university professors, regression analysis utilizing Smart PLS was utilized to investigate the relationship between cultural intelligence and work performance. The findings show that among university instructors, cultural intelligence significantly and favorably affects how well they perform on the job. This implies a relationship between university instructors' work effectiveness and their degree of cultural intelligence. Furthermore, these results highlight the significance of cultural competence in improving overall job efficacy and performance in the education sector.

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