Background Educational organizations need to improve the ethical behavior of employees for the effectiveness of their mission. The purpose of the present study is to investigate the relationship between ethical intelligence and emotional intelligence with ethical behavior of the staffsin the institute for intellectual development of children and young adults in Kermanshah province. Method The research method is descriptive-correlational and is objective in terms of purpose. The statistical population includes all the140 staffs ofthe institute. Because of the limited statistical population، the whole population was selected as the statistical sample. The Lennick and Kiel's Moral Intelligence Standard Questionnaires (2005)، Wizinger's Emotional Intelligence Questionnaire (1998)، and Lussier's Ethical Behavior Questionnaire (2000) were used to collect data. Descriptive and inferential statistics (Kolmogorov-Smirnov test، Pearson correlation coefficient and regression) were used to analyze the data. Results Results showed that there is a significant and direct relationship between the moral intelligence component (0. 441) and emotional intelligence (0. 401) with the ethical behavior of the staff of the institute. The results of regression analysis showed that moral intelligence and emotional intelligence could predict about 0. 331% of the variance of moral behavior. It can be concluded، in addition to the legal framework، Conclusion Managers and employees of organizations should respect ethical principlesin their decisions and actions.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

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Background Evolution of the audit profession and its ability to gain public trust will depend on compliance with code of professional ethics. Fraudulent activities indicate the weakness of the ruling ethical values in work and training environment. The purpose of the present study is to investigate the relationship between emotional intelligence, ethical climates and ethical values of companies and auditor’ s ethical judgment. Method The present study is a descriptive-correlational research. The statistical population consisted of member auditors of Iranian Association of Certified Public Accountants (IACPA) who work in audit institutions in Tehran and other cities, among which 145 subjects were selected as research sample through stratified sampling. The tool used in this study was a questionnaire. The collected data was analyzed in SPSS v. 21 (a statistical software) through Kolmogorov-Smirnov test and Multiple Regression. Results Results show that emotional intelligence, ethical values and professional, instrumental and independent ethical climates are significantly associated with auditor’ s ethical judgment. Conclusion Given the relationship of emotional intelligence, ethical climates and ethical values of firms with auditor’ s ethical judgment and because audit professional judgments have an effect on individuals informed decision-makings, certified accountants of the association are required to play their professional role as ethical representatives of the society.

Background: Emotional intelligence is one of the most important determinants of professional and personal success in life, while ethical decision making is a good measure to ensure judgment. Therefore, the purpose of this research is to investigate the effect of emotional intelligence with ethical orientation with two approaches of idealism and relativism. Method: The research method is applied in terms of purpose, and in terms of data collection, descriptive-correlation. The statistical population consisted of among the accounting students that consisted of 385 individuals randomly selected. The data collection tool is standard questionnaire. In the present study, the collected data were analyzed using Lisrel software based on the maximum right-sided approach. In order to measure the reliability of the research tool, a combination of reliability criterion (CR), and a confirmatory factor analysis method were used for measuring convergent validity. Structural equation modeling (SEM) was used to test the hypotheses of the research. Results: The results show that emotional intelligence has a positive relationship with idealism but emotional intelligence does not have a significant relationship with relativism. Conclusion: Students with higher emotional intelligence, idealistic in them, are more than relativism. The ability to accurately identify and control accounting students' emotions can improve their ethics.

The present study is an attempt to study the ethical intelligence of the medical students of state universities in Tehran. A total 359 the medical students (basic science, physio pathology, stagiaire and intern) from Tehran, Shahid Beheshti, Baghiatolah, Shahed were randomly selected. The present research is a descriptive survey was done in 91-92. The required data was collected with the help of MCI questionnaire to examine 10 factors and 40 variables. Data analysis was done by SPSS-16 version. In this study using descriptive tests and correlation test to analyze the data. The findings of the study indicate that moral competencies such as consistently with principles, values and beliefs, telling the truth, standing up for what is right, keeping promises, taking responsibility for personal choices, admitting mistakes and failures, embracing responsibility for serving others, actively caring about others, ability to forgive one’s own mistakes and ability to forgive others’ mistakes were below average. Results showed that there is significant difference between moral intelligence factors. Furthermore, the results of correlation test demonstrate a significant positive relationship between age and level of education with ethical intelligence. Moral intelligence is an acquired ability that can be promoted. Medical sciences’ educators can be helpful in the promotion of moral intelligence through ongoing training in the classroom and practice and encouragement of ethical behaviors. There is a need to develop education of moral intelligence.

Background: Emotional intelligence is one of the most important determinants of professional and personal success in life, while ethical decision making is a good measure to ensure judgment. Therefore, the purpose of this research is to investigate the effect of emotional intelligence with ethical orientation with two approaches of idealism and relativism. Method: The research method is applied in terms of purpose, and in terms of data collection, descriptive-correlation. The statistical population consisted of among the accounting students that consisted of 385 individuals randomly selected. The data collection tool is standard questionnaire. In the present study, the collected data were analyzed using Lisrel software based on the maximum right-sided approach. In order to measure the reliability of the research tool, a combination of reliability criterion (CR), and a confirmatory factor analysis method were used for measuring convergent validity. Structural equation modeling (SEM) was used to test the hypotheses of the research. Results: The results show that emotional intelligence has a positive relationship with idealism but emotional intelligence does not have a significant relationship with relativism. Conclusion: Students with higher emotional intelligence, idealistic in them, are more than relativism. The ability to accurately identify and control accounting students' emotions can improve their ethics.