Aims: Social intelligence is one of the factors that play a significant role in the success or failure of individuals. Faculty members should be aware of social intelligence capabilities to improve student learning and enhance their performance and try to improve it. The purpose of this study was to investigate the relationship between social intelligence and its components (social information processing, social skills and social awareness) with the faculty members’ performance.

Methods: This descriptive-survey study with correlational method was done on 242 Urmia University of Medical Sciences faculty members in 2014. Samples were selected with Morgan table using cluster sampling. Data were collrcted by Tromsø Social Intelligence Scale. Data were analyzed using SPSS 18 software using descriptive and inferential statistics (Independent-T test, Pearson correlation and stepwise regression).

Findings: There was no significant difference between mean scores of social intelligence in men and women. There was a positive and significant correlation between faculty members’ performance with social intelligence and its components including social information processing, social skills and social awareness. Also, the whole social intelligence scale predicted 8% of the total teachers’ performance variance.

Conclusion: All aspects of social intelligence (social information processing, social skills and social awareness), are explained the teacher's performance.