The Level of Professional and Personal Competencies and their Relationship to Job Satisfaction among Teachers of Students with Hearing Disabilities in the Light of some Variables

Islam  Al-Jdoua; Hatem  Al Khumra

doi:10.35516/edu.v49i4.3339

Authors

Islam Al-Jdoua Greater Amman Municipality, Technology Center for the Deaf, Sweileh, Jordan https://orcid.org/0000-0001-9644-9571
Hatem Al Khumra Department of Special Education, School of Educational Sciences, The University of Jordan, Amman, Jordan.

DOI:

https://doi.org/10.35516/edu.v49i4.3339

Keywords:

Level of professional and personal competencies, job satisfaction, hearing impairment.

Abstract

Objectives: The current study aimed at the level of professional and personal competencies and their relationship to job satisfaction among teachers of students with hearing disabilities in the light of some variables.

Methods: The descriptive analytical approach was used through a sample of (80) male and female teachers. This is done by describing the socio-demographic characteristics of teachers of students with hearing disabilities and identifying the difficulties they face while dealing with this category.Additionally, the job satisfaction scale and the professional and personal competencies scale were used.

Results: After conducting the statistical analysis process, the study concluded that there is a direct and statistically significant correlation between job satisfaction and professional and personal competencies among teachers of students with hearing disabilities, and there are no statistically significant differences at the level of significance (0,05>α) between job satisfaction It is due to the variables of gender, age and experience, and there are no statistically significant differences at the significance level (0,05>α) for professional and personal competencies due to the variables of gender, age and experience.

Conclusions: The study recommended the need for the competent authorities to develop programs for people with hearing disabilities to develop their skills and provide them with the required social interaction, and the need to train parents of children with hearing disabilities, and encourage them to train their children with hearing disabilities at home.

Downloads

Download data is not yet available.

References

Bataineh, O., Dababneh, K., & Baniabdelrahman, A. (2010). Competencies of learning disabilities for general education teachers in regular classrooms in Jordan. University of Sharjah Journal of Humanities & Social Sciences, 7(1), 27-45.

Ghasemizad, A and Mohammadkhani, K. (2013). The Relationship between Perceived Organizational Support, Organizational Commitment, and Quality of Work Life and Productivity. Australian Journal of Basic and Applied Sciences, 7(8), 431- 436

Abdulla, J., Djebarni, R., & Mellahi, K. (2011). Determinants of job satisfaction in the UAE: A case study of the Dubai police. Personnel review.

Malinen, O. P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534

Ozder, H. (2011) . Self-Efficacy Beliefs of Novice Teachers and Their Performance in the Classroom. Australian Journal of Teacher Education, 36 (5), 1-16.

Al-Zoubi, S. M., & Rahman, M. S. B. A. (2011). The effects of a training program in improving instructional competencies for special education teachers in Jordan. Educational research, 2(3), 1021-1030.

Kennon, H. & Patterson, M., (2016). What I Didn't Know About Teaching: Stressors and Burnout among Deaf Education Teachers. Journal of Human Services: Training, Research, and Practice, 1(2), 2.