Multiple Intelligence and Work Performance of College Teachers

Abstract

The researcher used a cross-sectional descriptive study design. This study attempted to establish the perceived association between the levels of the dominant and recessive multiple intelligences and job performance of college teachers. To be able to establish the association between the variables, the researcher used a standardized test, the Walter McKenzie (2014) Multiple Intelligences Inventory, to gauge multiple intelligences. Permission was sought from the office of the administrator of the university campus to allow the researcher access to the scores of the respondents in their respective self, student, peer and superior evaluations. Using the Fisher’s exact test, the results were analyzed by a statistician to see the association between the variables.

It was established in this study that the dominant intelligence among the respondents is intrapersonal intelligence. On the other hand, the recessive intelligence among the respondents is visual spatial intelligence. Furthermore, it was established that majority of the respondents display an outstanding job performance. However, there exists no significant association between the dominant intelligence of the respondents with their job performance. The researcher recommends that further studies ought to be pursued using the same model but a different set of respondents. The researcher feels that increasing the sample size will increase the statistical efficiency of the study. A non-parametric correlation may also be conducted considering the size of the presently sampled population.