Work Recovery Experience and Its Relationship with Self-Efficacy among Primary School Teachers
Keywords:
خبرة التعافي من العمل, الكفاءة الذاتي، معلمي المرحلة الابتدائيةAbstract
The current study aimed to identify the levels of proactive personality and perceived academic control among university students, examine the nature of the relationship between them, and determine differences based on the variables of gender and specialization. The study adopted a descriptive-correlational design. The research population consisted of University of Baghdad students (morning study) for the academic year 2025–2026, and a stratified random sample of 140 male and female students was selected. In fact, to achieve the objectives of the study, the researcher applied the Proactive Personality Scale developed by Bateman and Crant (1993) and the Perceived Academic Control Scale developed by Perry et al. (2001), after establishing their validity and reliability. The researcher also employed appropriate tools to obtain good results. Therefore, the results showed that university students had a high level of proactive personality and perceived academic control. They also revealed no statistically significant differences based on gender and academic specialization. In addition, a positive and statistically significant correlation was found between proactive personality and perceived academic control. Finally, the researcher presented a several of proposals and recommendations.
References
المصادر:
- الرشيدي، أحمد (2022): الضغوط المهنية لدى معلمي المرحلة الابتدائية وعلاقتها ببعض المتغيرات النفسية. المجلة التربوية، 36(142)،
الشمري، خالد (2021): خبرات التعافي من ضغوط العمل وأثرها في خفض الإجهاد المهني لدى معلمي التعليم العام. مجلة العلوم التربوية والنفسية، 5(12)،
- صبري، منى أحمد (2022): الانفصال النفسي والاسترخاء كآليات لخبرة التعافي وعلاقتهما بالإجهاد المهني لدى المعلمين. مجلة كلية التربية، 38(2)
- عبدالرحمن، إيمان فتحي (2024): علم النفس المهني في الميدان التربوي: استراتيجيات التعافي والرفاهية النفسية للمعلمين. دار الفكر العربي للطباعة والنشر.
- العتيبي، بندر بن مشعل (2021): الضغوط المهنية لدى معلمي المرحلة الابتدائية ومقترحات مواجهتها. مجلة البحث العلمي في التربية، 22(3)،
- عمران، سامي عبد اللطيف (2024): دور الإدارة المدرسية في تعزيز الكفاءة الذاتية وجودة الحياة الوظيفية للمعلم. مجلة الإدارة والقيادة التربوية، 8(2)،
- القحطاني، محمد (2022): الكفاءة الذاتية المدركة وعلاقتها بالمرونة النفسية لدى معلمي المرحلة الابتدائية. مجلة البحث العلمي في التربية، 23(4)، 120
- منصور، حسن جاسم (2020): الكفاءة الذاتية المدركة لدى معلمين المرحلة الابتدائية وعلاقتها باستراتيجيات التدريس الحديثة ودافعية الطلبة. المجلة العربية للعلوم التربوية والنفسية، 4(15)، 12
- الهارون، سارة (2023): التوازن بين الحياة المهنية والشخصية وأثره على الأداء الوظيفي للمعلمين. مجلة كلية التربية، 39(2)،
- Alnahdi, G. H. (2019). Rasch validation of the Arabic version of the teacher efficacy for inclusive practices (TEIP) scale. Studies in Educational Evaluation, 62,
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
- Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3),
- Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
- Cox, K. S., & Holcomb, Z. C. (2022). Interpreting Basic Statistics: A Workbook Based on Excerpts from Journal Articles (9th ed
- DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Sage.
- Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE Publications.
- Gregory, R. J. (2015). Psychological testing: History, principles, and applications (7th ed.). Pearson.
- Hobfoll, S. E. (1998). Stress, Culture, and Community: The Psychology and Philosophy of Stress. Plenum Press.
- Meijman, T. F., & Mulder, G. (1998). Psychological aspects of workload. In P. J. D. Drenth, H. Thierry, & C. J. de Wolff (Eds.), Handbook of Work and Organizational Psychology (2nd ed., Vol. 2, Psychology Press.
- Pajares, F. (2002). Gender and mouth-to-mouth resuscitation of self-efficacy: A social cognitive view. Journal of Educational Psychology, 94(1),
- Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. D. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, workload, stress, and burnout. Australian Journal of Education, 56(1),
- Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), - Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1),
- Siltaloppas, M., Kinnunen, U., & Feldt, T. (2009). Recovery experiences as moderators between job demands and psychological symptoms: A two-sample study. International Archives of Occupational and Environmental Health, 82(2),
- Sonnentag, S., & Fritz, C. (2007). The Recovery Experience Questionnaire: Development and validation of a measure for assessing recuperation and unwinding from work. Journal of Occupational Health Psychology, 12(3
- Sonnentag, S., & Fritz, C. (2015): Recovery from job stress: The stressor-detachment model as an investigative framework. Journal of Organizational Behavior, 36(S1), S72-S103.
- Tschannen-Moran, M., & Woolfolk Hoy, A. (2001): Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education*, 17(7), 783-805.
- Virtanen, A., De Bloom, J., & Kinnunen, U. (2018). Relationships between recovery experiences and well-being among younger and older teachers. International Archives of Occupational and Environmental Health, 91(1),
