Abstract

• The main purpose of this study is to develop a social intelligence scale for Myanmar teacher educators and then to investigate the teacher educators’ social intelligence. Both quantitative and qualitative approaches were used in this study. A total of 1102 teacher educators from three education universities and nine education colleges participated as a sample and cluster sampling technique was used in this study. An appropriate social intelligence scale for Myanmar teacher educators was developed by applying two parameter logistic model of item response theory (IRT). The results showed that the accuracies of ability estimates of the scale are sufficient on the ability scale of between -1 and + 3. According to the discrimination indices, the items are fairly good items to provide appropriate discrimination for the whole test. Considering their difficulty indices, it is concluded that the test is fairly difficult. The results showed that among the four dimensions of social intelligence, social awareness stood the highest whereas social skill was found to be the weakest. According to the result of independent sample t-test, there were no significant differences in social intelligence by gender and marital status. But, concerning their professional specialization, teacher educators in pedagogic majoring had higher social intelligence than those in non-pedagogic majoring. The results of ANOVA revealed that younger teacher educators were higher socially intelligent than older teacher educators.