Identifying the Causal and Contextual Factors of Behavioral Ambidexterity Based on the Social Intelligence of Employees in the Ministry of Education

Abstract

The present study aimed to identify the causal and contextual factors of behavioral ambidexterity based on the social intelligence of employees in the Ministry of Education using a grounded theory approach. This study was conducted using a qualitative methodology based on the grounded theory approach of Strauss and Corbin. The research population consisted of experts, senior managers, educational administrators, human resource specialists, and experienced employees of the Ministry of Education who possessed substantial knowledge regarding organizational behavior, social intelligence, and employee development. Participants were selected through purposive and theoretical sampling, and data collection continued until theoretical saturation was achieved. Semi-structured, in-depth interviews were used as the primary data collection tool. The collected data were analyzed through open coding, axial coding, and selective coding. The study focused exclusively on two dimensions of the grounded theory paradigm model, namely causal conditions and contextual conditions, in order to develop a conceptual understanding of the factors contributing to behavioral ambidexterity among Ministry of Education employees. The findings revealed that behavioral ambidexterity based on social intelligence is influenced by two overarching categories of factors: causal conditions and contextual conditions. The causal conditions included individual social competence, cognitive-behavioral capabilities, professional competencies, and leadership influences. Effective interpersonal communication, emotional regulation, social adaptability, learning orientation, innovative behavior, professional mastery, self-efficacy, supportive leadership, participative management, and trust-building leadership emerged as key antecedents of behavioral ambidexterity. The contextual conditions included organizational culture, human resource environment, structural context, and educational environment. Collaborative and innovation-supportive cultures, professional development opportunities, recognition systems, flexible organizational structures, information accessibility, resource availability, and organizational learning environments were identified as important contextual facilitators. The findings further indicated that social intelligence serves as the central mechanism enabling employees to balance exploratory and exploitative behaviors within complex educational settings. The study concludes that behavioral ambidexterity among employees of the Ministry of Education is a socially embedded capability shaped by the interaction of individual competencies and organizational conditions. Social intelligence plays a pivotal role in facilitating adaptive, innovative, and balanced behaviors by enhancing interpersonal effectiveness, professional confidence, and responsiveness to environmental demands. Strengthening social intelligence and creating supportive organizational environments can therefore contribute significantly to the development of behavioral ambidexterity and the overall effectiveness of educational organizations.