The Predictive Ability of Psychological Hardness in Professional Competence and Job Satisfaction Among A Sample of Female Teachers from The Ministry of Education in Jordan.

Abstract

The study aimed to identify the predictive ability of psychological hardiness in professional competence and job satisfaction among female teachers in the Ministry of Education in Jordan. The study used the descriptive correlational predictive approach, and the study sample consisted of (378) female teachers from the first Zarqa Education Directorate who were selected using a simple random method. To achieve the objectives of the study, a psychological hardiness scale was developed, consisting of (24) paragraphs, and included three dimensions: commitment, control, and challenge. A professional competence scale was developed, consisting of (36) paragraphs, and included five dimensions: personal competence, cognitive competence, educational competence, social competence, and productive competence. A job satisfaction scale was developed, consisting of (28) paragraphs, and included four dimensions: personal satisfaction with the profession, satisfaction with wages and rewards, satisfaction with the work environment, and satisfaction with school administration. The results showed that the level of psychological hardiness among the study sample was high, and that the level of professional competence was high, while the level of job satisfaction was moderate, and that psychological hardiness contributed significantly to explaining the variance in professional competence and job satisfaction. The study reached a set of recommendations, the most important of which is that the Ministry of Education address the factors related to job satisfaction or its components, by implementing the necessary strategies to increase job satisfaction among female teachers.