Investigating The Role of Self-Management, Self-Regulation, and Spiritual Intelligence in Predicting the Quality of Life of Teachers

Document Type : Original Article

Authors

1 Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Iran.

2 Ph.D. student in Educational Psychology, University of Tabriz, Iran.

10.30473/jpsy.2026.76792.1106

Abstract

The present study aimed to investigate the role of self-management, self-regulation, and spiritual intelligence in predicting the quality of life of teachers. The research method was descriptive and correlational in nature. The statistical population consisted of all teachers across the three educational levels (elementary, lower secondary, and upper secondary) in the city of Fanuj during the 2023-2024 academic year, totaling 649 individuals. A sample of 242 teachers was selected using proportional stratified random sampling based on Cochran's formula. Data were collected using the Self-Management Questionnaire (Houghton & Neck, 2000), the Self-Regulation Questionnaire (Brown et al., 1999), the Spiritual Intelligence Scale (King, 2008), and the World Health Organization Quality of Life-BREF (WHOQOL-BREF, 1996). The data were analyzed using Pearson correlation coefficients and multiple simultaneous regression in SPSS version 23. The correlation results indicated that total self-management (r = 0.392, p < 0.01), self-regulation (r = 0.204, p < 0.01), and spiritual intelligence (r = 0.317, p < 0.01) have significant positive relationships with quality of life. The results of the simultaneous multiple regression analysis further revealed that 35% of the total variance in quality of life could be explained by self-management, self-regulation, and spiritual intelligence. These findings suggest that enhancing self-management and self-regulation skills, as well as promoting spiritual intelligence, can be effective strategies for improving quality of life.

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