النمذجة البنائية للعلاقة بين مهارات التعلم العاطفي الاجتماعي وتقدير الذات والكفاءة الذاتية لدى معلمي التربية الخاصة

Sawsan Abu Hak; Mohammed A. Shaheen

doi:10.35516/Edu.2025.12259

Authors

Sawsan Abu Hak Department of Education and Human Sciences, Faculty of Arts and Education, Arab American University Ramallah, Palestine https://orcid.org/0009-0006-5084-6276
Mohammed A. Shaheen Department of Psychological and Educational Counseling, Faculty of Educational Sciences, Al Quds Open University, Ramallah, Palestine. https://orcid.org/0000-0002-2182-0118

DOI:

https://doi.org/10.35516/Edu.2025.12259

Keywords:

Social-emotional learning skills, self-esteem, self-efficacy, special education teachers.

Abstract

Objectives: The current study aimed to identify the nature of the direct and indirect relationships among social–emotional learning skills, self-esteem, and self-efficacy, and to determine the best structural model for the relationship among these variables among special education teachers.

Methods: The study adopted a descriptive correlational design. The study sample was selected using stratified random sampling according to gender and consisted of (238) special education teachers from cities in the Palestinian interior.

Results: The findings revealed a statistically significant direct effect of SEL skills on self-esteem (0.445). A significant direct effect was also found between SEL skills and self-efficacy (0.126). In addition, self-esteem demonstrated a statistically significant direct effect on self-efficacy (0.471). The results further indicated a significant direct correlational relationship between SEL skills and self-esteem as a mediating variable. Model fit indices confirmed that SEL skills functioned as an independent variable influencing self-esteem (mediator) and self-efficacy (dependent variable). The model demonstrated good fit according to standard criteria, indicating consistency between the proposed model and the sample data. Moreover, the sample characteristics suggest that it is representative of the broader population of special education teachers in the Palestinian interior.

Conclusion: The mediating variable, self-esteem, contributed to the relationship between the independent variable (social–emotional learning skills) and the dependent variable (self-efficacy), which explains the adequacy and fit of the proposed model.

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