Aims: the current research aimed to identify the level of psychological flourishing and teaching competencies among middle school teachers. It also aimed to find the correlation between psychological flourishing and teaching competencies among middle school teachers. The sample of this study consisted of 140 female teachers from eight middle schools in the city center of Baquba, Diyala Governorate.
Methodology: The current research adopted the descriptive correlational research method for research procedures. This method is suitable for finding correlational relationships between variables. Two scales were used in this study, the first to measure psychological prosperity, prepared by (Rizk, 2020) and consisting of (40) items divided into four components: emotional. Social, spiritual, personal, and the second scale is the teaching competencies scale prepared by (Al-Shammari 2019). The scale consists of (40) items distributed equally over four components that represent the teaching competencies that are supposed to exist among female teachers. These competencies are (cognitive competencies), (social competencies), (Personal competencies), (Teaching and evaluation competencies), and after establishing the validity and reliability of these measures, they were applied to the study sample.
Results: The study found that female middle school teachers in the city of Baqubah have psychological prosperity, and as for the teaching competencies, three of them were at a high level, which are, respectively, (cognitive competencies), then (teaching and evaluation competencies), then (personal competencies), and as for (social competencies), they were At a moderate level, the results of the study also found that there was a correlation between the dimensions of psychological prosperity and the dimensions of teaching competencies, all of which were positive relationships at different levels with the exception of the relationship between (the
emotional dimension in the psychological prosperity scale and the dimension of personal competencies), and (the personal dimension in the psychological prosperity scale and the dimension of teaching competencies). and evaluation), as it was not significant, meaning there was no relationship between them, while the highest relationship recorded was between (the social dimension and social competencies) with a positive relationship at a good level. As for the rest of the relationships, all of them were positive relationships at the moderate level and others at the weak level. As for the relationship between the two scales as a whole, it was Positive relationship with the average level.
Conclusions: The female middle school teachers in the city of Baqubah had a good level of psychological prosperity, which led to their ability to possess a sufficient amount of respect, appreciation, high confidence, control their emotions and feelings, and be optimistic about the future, As for the four competencies among middle school teachers, three of them were at a high level (cognitive competencies), then (teaching and evaluation competencies), and (personal competencies), while (social competencies) were at a moderate level, Therefore, psychological prosperity and the dimensions of teaching competencies among middle school teachers can be considered two important psychological components that complement each other, and this was demonstrated through the correlational relationship that links them, as there were positive relationships between the two variables as a whole and at different levels between the components of the two scales. |
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