Arab Educational Information Network

This study aims to identify the level of social intelligence and critical thinking, and the quality life of teachers in basic education, and finding the relationship between social intelligence on the one hand, and critical thinking and quality life on the other hand, also the study aims to know if there are any statistically differences significant at the level of each of the social intelligence and critical thinking the existence of life of the teachers of basic education, and to achieve the study goals, the researcher used descriptive analytical approach. The study population is all teachers in basic education schools, Khan Younis governorate government which are (1753) teachers, then the researcher selected the study sample which are (218) teachers of them, by (12.40%), and the study tools consists of three measures essential: social intelligence measure preparation by (Slevra et al, 2001), critical thinking measure legalization by (Afaneh, 1998), and quality of life measure prepared by the researcher, after the application study tools the results showed: 1) That the level of social intelligence to the stage of basic education teachers Khan Younis governorate government schools (62.40%). 2) That the level of availability of the critical thinking skills of teachers in basic education schools, Khan Younis governorate amounted to government (70%). 3) That the level of awareness of teachers in basic education schools Khan Younis government amounted to quality of life (83%). 4) No positive relationship with statistical significance between social intelligence and critical thinking at the stage of basic education teachers in Khan Younis governorate government schools. 5) There is no relationship statistically significant correlation between social intelligence and the quality of life of teachers in basic education schools, Khan Younis governorate -governmental organizations. 6) There were statistically significant differences in the level of social intelligence to the stage of basic education teachers due to the variable critical thinking, and those differences were in favor of a class with high critical thinking. 7) No statistically significant differences in the level of social intelligence to the stage of basic education teachers due to the variable quality of life. 8) No statistically significant differences in the level of social intelligence to the stage of basic education teachers due to the variables of sex, qualification, years of experience. 9) No statistically significant differences in the level of critical thinking of the stage of basic education teachers due to the variables of sex, qualification, years of experience. 10) No statistically significant differences in the level of awareness of quality of life in the stage of basic education teachers due to the variables of sex, qualification, years of experience. (Author's abstract)