Decision-Making Confidence, Cultural Intelligence, and Life Satisfaction of School Heads
DOI:
https://doi.org/10.5281/zenodo.18683622Keywords:
Socio-Demographic Profile, School Heads, Decision-Making Confidence, Cultural Intelligence, Life Satisfaction, Academic Leadership, Human Resource Management, Guidance, External Relations, Professional DevelopmentAbstract
The study examined the socio-demographic profile of private school heads and its significant influence on their decision-making confidence and cultural intelligence (CQ), while also testing the relationship between cultural intelligence and decision-making confidence. Using Multiple Regression, the study determined how socio-demographic characteristics influenced decision-making confidence and CQ, and how these factors, in turn, affected life satisfaction. Pearson Correlation was applied to assess the relationship between decision-making confidence and CQ. Results indicated that most school heads were female, aged 41–50, holding Master’s degrees with 14–20 years of service. They demonstrated very high confidence across all aspects of decision-making, exhibited very high cultural intelligence, and reported highly satisfactory personal and professional life. Socio-demographic characteristics were found to significantly influence decision-making confidence in academic leadership, guidance, human resource management, and external relations, as well as cultural intelligence in terms of metacognitive and behavioral CQ. Additionally, a significant relationship was observed between external relations in decision-making confidence and cultural intelligence, particularly in motivational and behavioral CQ. Further, decision-making confidence in academic leadership, guidance, human resource management, and external relations, together with metacognitive and behavioral CQ, significantly influenced the personal and professional life satisfaction of the school heads. These findings suggest that both demographic factors and cultural intelligence contribute substantially to leadership effectiveness and life satisfaction, highlighting the importance of targeted professional development and cultural competence training for school administrators.
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