الضغوط المدركة وعلاقتها بالوضع الداخلي المتصور لدى مدرسي المرحلة الاعدادية

Abstract

1-Perceived stress among middle school teachers.

2-Significance of statistical differences in perceived stress according to the variable (gender, specialization).

3-Perceived internal situation of middle school teachers.

4-The statistical significance of the differences in the perceived internal situation according to the variable (gender ,specialization)

5-The statistically significant relationship between perceived pressures and the perceived internal situation among primary school teachers Preparatory.

To achieve the research objectives, the researcher relied on the following: - The researcher built a scale of perceived stress based on the theory and definition of Lazarus and Folkman (1984), and previous studies due to the lack of a scale representing the research sample. The researcher also adopted the Mansour internal situation scale prepared by Tasa & Whyte (2005). The researcher applied the scales to a sample of (400) middle school teachers of both genders and scientific and literary specializations, with a total of (240) schools.

And 160 teachers for the academic year 2024-2025, and the results were as follows:

1-Middle school teachers do not suffer from perceived stress.

2-There are differences in psychological stress attributed to gender and no differences due to specialization.

3-Middle school teachers enjoy the Mansour internal situation

4-There were statistically significant differences for gender and no differences for specialization measured by status.

5-There is a statistically significant positive relationship between perceived stress and perceived internal situation.

The research concluded with a discussion of the results and the presentation of some recommendations and suggestions.