https://dspace.qou.edu/handle/194/2635 2026-04-07T15:09:06Z https://dspace.qou.edu/handle/194/2833 Social Anxiety and its Relationship to Psychological Security Among a Sample of Al-Quds Open University Students Abed, Muhammad This study aimed to identify the social anxiety level and its relationship to psychological security among Al-Quds Open University - Nablus Branch students. Also, it aimed to identify the differences in each of them according to the variables of gender, college and cumulative average, following the descriptive-relational approach and the scale of social anxiety and psychological security. They were implemented on (362) male and female students, representing (5.9%) of the study population. Results showed that the level of social anxiety and its domains were low as the arithmetic mean for psychological stress was (2.28). In fact, the highest domain was “social interaction anxiety” while the lowest domain was “fear of others”. The level of psychological security and its domains was also high as the average psychological security reached (3.87). Also, the domain of “psychological reassurance” came first, while the domain of “social stability” came last. Hence, there were differences in the areas of social anxiety (difficulty in communication and expression, poor self-confidence, avoidance of embarrassment among the sample members. In fact, the differences were in favor of males in the gender variable as the differences were insufficient to indicate in social anxiety among the sample members attributed to the college variable. Furthermore, there were differences in social anxiety among the sample members attributed to a variable cumulative average. In addition, there were differences in psychological security among the sample members attributed to the variable of gender in favor of males. Nevertheless, the differences were insufficient to indicatein psychological security among the sample members attributed to the variables of college and cumulative average. Hence, there was a reverse correlation between social anxiety and its domains and psychological security and its fields that engagement coefficient reached (-.157). Nevertheless, the strongest relationships were between the difficulty of communication and expression as one of the areas of social anxiety and social appreciation as one of the areas of psychological security. Finally, the results showed that there was a statistically significant effect at the level of significance(α≥0.05) for the domain of social interaction anxiety in a forecasting the level psychological security reaching (02.9%) of the level contrast ratio of psychological security. As for the dimensions of difficulty communicating and expressing, fear of confronting others, low self-confidence, avoid embarrassment; it did not contribute statistically significant to forecasting level of psychological security. 2022-03-05T00:00:00Z https://dspace.qou.edu/handle/194/2830 The Degree of Administrative Bullying in Public Schools and its Relationship to Organizational Performance from the Point of View of Teachers in Public Schools in Palestine Sanwber, Nura This study aimed to identifying the degree of administrative bullying practice in public schools and its relationship to job performance from the point of view of teachers in Palestine, in the light of the variables: (sex, educational qualification, number of years of experience, directorate, and type of school). The qualitative approach and the descriptive-relational approach. The study population consisted of all teachers in public schools in the Ramallah and Al-Bireh governorate, whose number was (4462). The study sample consisted of (354) teachers in public schools, in the Ramallah and Al-Bireh governorate, during the year 2022/2023. Where the study sample was chosen by stratified random method, the questionnaire and interview methods were used; As tools for collecting data related to the study, the results showed that the degree of administrative bullying practice in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate was low, as indicated by the arithmetic mean, which amounted to (1.73). The results showed that the level of job performance in government schools, from the point of view of teachers in Ramallah and Al-Bireh governorate, was high, as indicated by the arithmetic mean, which reached (4.00). The results also showed that there were no statistically significant differences about the degree of administrative bullying and its fields in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate, due to the variables: gender, number of years of experience, and the directorate. While there are statistically significant differences about the degree of administrative bullying practice attributed to the educational qualification variable, as the differences came in favor of the bachelor’s degree, and there were differences in the practice of administrative bullying and its fields, with the exception of the field of verbal bullying in government schools from the point of view of teachers, due to the variable of school type, and the differences came in favor of schools mixed. The results also indicated that there is a negative inverse relationship between the degree of practicing administrative bullying in public schools and the level of job performance from the point of view of teachers in the Ramallah and Al-Bireh governorate, as the Pearson correlation coefficient value was (-182), meaning that the higher the degree of administrative bullying, the lower it was. The level of job performance, and the results of the study showed that there is a statistically significant predictive ability at the level of significance (α<.05) for areas of administrative bullying practice in predicting the level of job performance. Based on the results, the study recommends that the Ministry of Education develop regulations and laws that enhance the ethical behavior of school workers and prevent the spread of bullying in the work environment, and provide the best services in order to reach a high level of job performance. The study also recommends that the school administration seek to create an environment A work that supports achievement and productivity, which achieves prosperity and development in the school. 2023-01-08T00:00:00Z https://dspace.qou.edu/handle/194/2810 The Degree of Administrative Bullying in Public Schools and its Relationship to Organizational Performance from the Point of View of Teachers in Public Schools in Palestine Sanawber, Noura This study aimed to identifying the degree of administrative bullying practice in public schools and its relationship to job performance from the point of view of teachers in Palestine, in the light of the variables: (sex, educational qualification, number of years of experience, directorate, and type of school). The qualitative approach and the descriptive-relational approach. The study population consisted of all teachers in public schools in the Ramallah and Al-Bireh governorate, whose number was (4462). The study sample consisted of (354) teachers in public schools, in the Ramallah and Al-Bireh governorate, during the year 2022/2023. Where the study sample was chosen by stratified random method, the questionnaire and interview methods were used; As tools for collecting data related to the study, the results showed that the degree of administrative bullying practice in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate was low, as indicated by the arithmetic mean, which amounted to (1.73). The results showed that the level of job performance in government schools, from the point of view of teachers in Ramallah and Al-Bireh governorate, was high, as indicated by the arithmetic mean, which reached (4.00). The results also showed that there were no statistically significant differences about the degree of administrative bullying and its fields in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate, due to the variables: gender, number of years of experience, and the directorate. While there are statistically significant differences about the degree of administrative bullying practice attributed to the educational qualification variable, as the differences came in favor of the bachelor’s degree, and there were differences in the practice of administrative bullying and its fields, with the exception of the field of verbal bullying in government schools from the point of view of teachers, due to the variable of school type, and the differences came in favor of schools mixed. The results also indicated that there is a negative inverse relationship between the degree of practicing administrative bullying in public schools and the level of job performance from the point of view of teachers in the Ramallah and Al-Bireh governorate, as the Pearson correlation coefficient value was (-182), meaning that the higher the degree of administrative bullying, the lower it was. The level of job performance, and the results of the study showed that there is a statistically significant predictive ability at the level of significance (α<.05) for areas of administrative bullying practice in predicting the level of job performance. Based on the results, the study recommends that the Ministry of Education develop regulations and laws that enhance the ethical behavior of school workers and prevent the spread of bullying in the work environment, and provide the best services in order to reach a high level of job performance. The study also recommends that the school administration seek to create an environment A work that supports achievement and productivity, which achieves prosperity and development in the school. 2023-01-08T00:00:00Z https://dspace.qou.edu/handle/194/2809 The level of principals' practice in leading change and its relationship to their level of administration from the perspective of teachers in public schools in the Northern Governorates Tawafsheh, Najeah The study aims to determine the level of school principals' practice in leading change and its relation to the level of their practice in administrative duties from the teacher's perspective at public schools in Palestine, in lightof the independent variables (gender, educational qualification, years of experience, and directorate).The study employed both quantitative and qualitative correlational approaches .The study population consisted of all teachers in the northern governorates, who numbered (16370) male and female teachers, where the study scales were applied to members of a stratified cluster random sample that included (500) male and female teachers. Furthermore, it employed the survey and the monitoring card as tools for collecting information regarding the study problem.The study findings showed that the level of school principals’ practice of leading change from the teachers’ point of view in public schools in the northern governorates was medium, with the arithmetic average reaching (3.65). The study's findings also showed that the level of school principals' practice of administrative duties from the teachers' point of view in public schools in the northern governorates was medium, with an arithmetic average of (3.60). Moreover, the study's findings indicate that differences in practice between school principals for leading change and its domains due to the directorate variable were present but were not statistically significant due to the variables of gender, educational qualification, years of experience, or directorate. The differences came in favor of (Birzeit, Hebron, and Bethlehem), and it was realized that the variables of gender and years of experience had no effect on how well school principals performed their administrative duties. However,the educational qualification variable had a statistically significant impact on master's degrees and higher degrees. The existence of differences in the school principal’s practice of administrative duties came due to the directorate variable in the fields of (planning tasks) in favor of Hebron, and in the fields of (Organizing tasks) in favor of Hebron, and (Evaluation tasks) in favor of both Hebron and Bethlehem.The findings indicated that there is a positive, satisfactory correlation between the practice of school principals to lead change and their practice of administrative duties, where the Pearson correlation coefficient reached (.818). It was also found that there was a statistically significant effect of the practice of school principals to lead change in predicting their practice of administrative duties from the teachers' point of view. In light of the study's findings, the researcher suggests that training courses for school principals be held in order to help them perform their roles and school duties more effectively. In addition to building up a systems to prepare school principals, particularly new ones, to carry out their administrative duties within the various fields at the beginning of each academic year. Specialists chosen by the Directorate of Education should prepare these systems. 2022-09-27T00:00:00Z