INTRODUCTION:

Today’s life has become more complicated with unethical practices everywhere. The competitive mind of man is inquisitive but man has lost his direction. So life has become directionless & unstable. Man has forgotten self, also forgotten awareness about world & he has lost his place in this world. Who am I? Why am I here? While searching answers to these questions self-awareness is becoming critical. Self- awareness is understood through spiritual intelligence by meditation and self- discipline (Bhangale and Mahajan, 2013).

Spiritual Quotient is the integral dimension of intelligence that enables people to reach their full potential. Emmons (2000a) proposes five components for Spiritual Intelligence, (a) ability to utilize spiritual resources to solve problems; (b) ability to enter heightened states of consciousness;

(c) ability to invest in everyday activities and relationships with a sense of the sacred; (d) capacity for transcendence of the physical and material, and (e) capacity to be virtuous. Vaughan (2002) asserted that Spiritual intelligence is concerned with the inner life of mind and spirit and its relationship to being in the world. Spiritual intelligence implies a capacity for a deep understanding of existential questions and insight into multiple levels of consciousness. Spiritual intelligence emerges as consciousness and evolves into an ever-deepening awareness of matter, life, body, mind, soul, and spirit. Spiritual intelligence is more than individual mental ability. It appears to connect the self to spirit. Spiritual intelligence goes beyond conventional psychological development. In addition to self- awareness, it implies awareness of our relationship to the transcendent, to each other, to the earth and all beings.

Sisk (2002) defined spiritual intelligence “as a deep self-awareness in which one becomes more and more aware of the dimensions of self, not simply as a body, but as a mind-body and spirit.” It can be employed to reach the extraordinary place in which our mind no longer produces data of the type wanted or needed and the need for intuition becomes accelerated. Later in 2008 Sisk identified many dimension of SQ as:

Core capacities of SQ: Concern with cosmic/existential issues and the skill of meditating, intuition, and visualization.

Core values of SQ: connectedness, unity of all, and compassion, a sense of balance, responsibility, and service.

Core experience of SQ: awareness of ultimate values and their meaning, feeling of transcendence, and heightened awareness.

Key virtues of SQ: truth, justice, compassion, and caring. Symbolic systems of SQ: poetry, music, justice, dance, metaphor, and stories. Any organization requires its employees to be more committed as well as to have a better cohesive working interrelationship. Work life of an individual reaches and touches into the very soul and spirit of all employees at work.

LITERATURE REVIEW:

Recently, interest in spirituality at the workplace has gained importance. Attempts to explain the revival of the movement focus on three themes: (a) unstable work environment that is primed by turbulent social and business changes, and which in turn spurs individuals to seek spiritual solutions to the consequent tension; (b) profound change in values globally exemplified in a developing sense of social responsibility, quest for post-material assets, search for self-actualization as opposed to material security; and (c) integration of eastern philosophies in otherwise westernized management of organizations (Giacalone &Jurkiewicz, 2003). That spirituality and meaning at the workplace is beneficial for the business in terms of morale and productivity is a view that has gained acceptance among management consultants, human resources professionals and mainstream business schools (Wong, 2003).

Upinder Dhar and Santosh Dhar (2010) designed Spiritual Intelligence Scale and gave six dimensions of spiritual intelligence namely: benevolence, modesty, conviction, compassion, magnanimity and optimism. They designed a spiritual intelligence scale and standardized on executives working in private and public organisations. The scale is a 5-point likert type scale which measures 15 factors viz. Conviction, Self-efficacy, Inner Harmony, forgiveness, Achievement orientation, self-Actualization, Self -Realization, Humane, Just, Generous, Ethical, Privy, Compatible, Altruism and Optimism which are further subjected to six dimensions of spiritual intelligence. The data was collected from the sample of 323 subjects. The scale can be successfully used for assessing the spiritual intelligence of large adult age group surveys (Dhar and Dhar, 2010). Kumar and Mehta (2011) defined spiritual intelligence as "the capacity of an individual to possess a socially relevant purpose in life by understanding 'self' and having a high degree of conscience, compassion and commitment to human values.

CASE STUDY:

Sawhney, N and Bansal, S. (2015) conducted a Comparative Study of Spiritual Intelligence among Workforce of Education and Corporate Sector. This study determined the level of spirituality among the employees working in corporate and education sector of Chandigarh. Further, this study sought to achieve the following objectives: (1) to determine the difference in the spiritual Intelligence of corporate and school employees. (2) to identify the respondents’ degree of spiritual intelligence. The study is descriptive and inferential which was conducted on 50 employees working in secondary school and 50 employees working in corporate sector situated in Chandigarh. The sample was selected randomly. Spiritual Intelligence Scale by Dhar and Dhar (2010) was used for data collection. The scale comprised of six dimensions of spiritual intelligence: Benevolence, Modesty, Conviction, Compassion, Magnanimity and Optimism. The findings of the study reveal that the mean score of corporate employees are equal to the mean scores of school employees. Further it indicates no significant mean differential between the groups at any level. It can be concluded that the benevolence dimension which constituted factor Humane, Self-Efficacy, and Inner harmony are equal among the corporate employees than the school employees and there exist no difference in it. It can be concluded that the modesty dimension which constituted factor Self-Actualization, Altruism, Self- Realization and Just are higher among the school employees than the corporate employees. The calculated results show significant difference between the two groups and found that mean score of group 2 (school employees) is higher than the mean score of group 1 i.e. corporate employees. It can be concluded from the results that school employees constituted spiritual intelligence with respect to Conviction comprising of generous factor. T-Values of both group in dimension IV (Compassion) has indicated higher mean score of corporate employees than the school employees. The calculated results suggested that factors related to compassion i.e. forgiveness, achievement orientation are higher in corporate employees than the school employees. The mean differential between both the group in Magnanimity dimension which includes compatible and ethical factors indicated higher Magnanimity among school employees than the corporate employees. Mean differential between both groups in VI dimension which is related to Optimism is shown that optimism dimension is higher among corporate employees than the school employees. The mean differential of both groups in total of all the dimensions of spiritual intelligence shows that the mean score of school employees are greater than the mean scores of corporate employees. It can be concluded from the results that school employees have greater spiritual intelligence as a whole than the corporate employees. Regarding the high, normal and low range of corporate employees and school employees in various dimensions i.e. Benevolence, Modesty, Conviction, Compassion, Magnanimity and Optimism of spiritual Intelligence, the results indicated that not even a single corporate employee fall in high range of Conviction and Magnanimity dimension of spiritual intelligence.

CONCLUSION:

Spiritual intelligence is the groundwork for boosting personal advancement and of others i.e. a spiritually intelligent person encourages people around him. This makes him a natural leader. This inference is of vital importance particularly for a teacher. In a class-room he is a leader who leads and guides his students. He is a role model in his class. A teacher’s intellect level and behaviour directly influence his students. Great teachers need to use their hearts and souls in addition to their minds. So a teacher must have some qualities such as: high self-awareness level, ability to be spontaneous, awareness of his students, finding deeper meaning of teaching, feeling of responsibility, humility, ability to stand by his convictions, open to changes for improvement etc. All these qualities are essential for a teacher to deal with all the concerns in his class room as well as in his personal and professional life. Teachers must have this holistic form of intelligence in order to serve our students and bestow them with the most profound gift, enabling them with the ability to create vision and meaning in their lives. Future teachers must acknowledge, understand and possess spiritual intelligence so that they can find a deep purpose of their lives. It is revealed that in most of the dimensions school employees showed greater level of spiritual intelligence than the corporate employees which might be due to variations in various aspects. The findings of this research were also supported by Dincer (2009), who pointed out that spiritual intelligence is related to educators “behavior”. He stated that, an educator’s “high level of spiritual intelligence play a significant role in preparing students of all age groups”. Spiritual intelligence, especially in the jobs such as counseling, teaching, managerial and generally in the occupations which require a lot of activities and strong spirit, has a considerable effect on occupational progress of these individuals. Having realized the potential of spiritual intelligence, different Educational Commissions have recommended that spiritual aspects are needed for the overall development of the learner. One can contribute to the strengthening of spiritual intelligence of employees through holding in-service training courses on the techniques of expanding spirituality in both personal life and work life. The workplace spirituality provides many positive outcomes for organizational productivity and performance.

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Received on 09.11.2025 Revised on 03.12.2025

Accepted on 25.12.2025 Published on 11.05.2026

Available online from May 14, 2026

Asian Journal of Management. 2026;17(2):148-150.

DOI: 10.52711/2321-5763.2026.00022

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