| Summary: | This study aimed at exploring the level of social intelligence among social studies teachers in the governorate of Zarka from their own perspective, and explore the classroom interaction patterns among teachers from students' perspective, In addition to explore the relationship between the level of social intelligence and classroom interaction patterns. The study sample consisted of (26) male and female social studies teachers who were chosen randomly. Also a class was randomly chosen for each teacher involved. The number of students was (674) male and female. To achieve the objectives of the study Tromsø Social Intelligence-TSTS was used, and a scale for measuring the patterns of classroom interaction was developed. Both tools have enjoyed an acceptable validity and reliability. The results of the study showed that the level of social intelligence among teachers was moderate across the three dimensions of social intelligence, and the classroom interaction pattern based on "punishment and negligence" is most commonly among teachers with a high level, followed by the pattern which is based on "singling talk" with moderate level, then the pattern which is based on " using the active learning" with moderate level. The results also showed positive correlation between the social intelligence among teachers and their use of classroom interaction pattern which is based on " using the active learning", and a negative correlation was found between the social intelligence among teachers and their use of classroom interaction pattern which based on "singling talk, punishment and negligence" A number of recommendations were suggested such as upgrading the level of social intelligence of social studies teachers through training courses and programs, and limiting the punishment and negligence on the part of teachers which is commonly used by social studies teachers.
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