Psychological Stress and its Relationship to Teaching Self- Efficacy and the Level of Teaching Performance Among Teachers of Orphan Schools in Hebron Governorate

Abstract

The current study aims at identifying the level of psychological stress and their relationship to teaching-self efficacy and the level of teaching Performance among Teachers of Orphan Schools in Hebron Governorate; based on the variables (gender, academic qualifications, school location, years of experience, educational level and annual appraisal). For achieving the study objectives, the researcher uses the descriptive analytical approach and creates two criteria; one for psychological stresses and another for teaching-self efficacy. This study was conducted on a sample of (140) male and female teachers distributed among 10 different schools and chosen according to the Stratified random sampling. (136) valid copies were retrieved and data were processed statistically using the (SPSS) program. The results of this study show that the overall degree of psychological stress among the targeted teachers was moderate. However, the degree of the stress caused by students was high. The degree of stress resulting from school administration was moderate. The results also indicate that there were no significant statistical differences between the averages of psychological stress among the targeted teachers caused by the variables (gender, academic qualification, years of experience, annual appraisal, educational level and school location). Moreover, the degree of teaching-self efficacy among those teachers was high; based on the overall dimension and on the sub-dimensions of teaching self- efficacy scale. There were no significant statistical differences in the level of teaching-self efficacy due to the variables (gender, academic qualification, annual appraisal, educational level and school location), unlike the years of variable experience which had some differences. There was no statistically significant correlation between psychological stresses and both the level of teaching performance and the teaching-self efficacy. Additionally, there was no statistical significant predictive ability for the teaching performance with the level of psychological stresses, whereas it was present for teaching performance with the level of teaching-self efficacy.