International Journal of Childhood, Counselling, and Special Education

Volume 3 - Issue 1 (1) | PP: 1 - 19 Language : English
DOI : https://doi.org/10.31559/CCSE2021.3.1.1
202
39

Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates

Najah Awad El-Smairy
Received Date Revised Date Accepted Date Publication Date
10/2/2021 29/5/2021 1/9/2021 4/10/2021
Abstract
The present study aimed to establish a theoretical model for the causal relationship between the three variables of study: self-confidence, psychological empowerment and job burnout; and then verify the validity of the proposed model by examining the direct and indirect impact of self-confidence on both psychological empowerment and job burnout; and determine the nature of the course of their relationship; and to see if self-confidence is mediator variable in the relationship of psychological empowerment and job burnout. The study sample consisted of (140) teachers from special needs teachers and used the following questionnaires: self-confidence, psychological empowerment and job burnout that prepared by the researcher. Results of the study indicate that there is a positive relationship between self-confidence and psychological empowerment, and a negative relation between self-confidence and job burnout, and a negative relationship between psychological empowerment and job burnout. Results of the regression analysis showed that self-confidence and psychological empowerment contribute to the prediction of job burnout, and the results of the study showed that self-confidence plays the role of the partial mediator variable in the relationship between psychological empowerment and job burnout among teachers of special education in Gaza governorates.


How To Cite This Article
El-Smairy , N. A. (2021). Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates . International Journal of Childhood, Counselling, and Special Education, 3 (1), 1-19, 10.31559/CCSE2021.3.1.1

Copyright © 2022, This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.