الرضا الوظيفي لدى معلمي اللغة العربية في المرحلة الثانوية بمملكة البحرين
| Author | التل، محمد علي أحمد | |
|---|---|---|
| metadata.dc.date.accessioned | 2026-09-20T15:50:53Z | |
| Publication date | 2006 | |
| Degree level | Master | |
| Abstract | Abstract : The educational organizations play a significant role in order to achieve the required educational goals. These organizations prepare the future generations and pave the way for them to acquire knowledge and cultural development. The teacher is considered the cornerstone in the educational process. He is an effective element of the educational organizations. He is responsible for carrying its great message, which aims at improving the learning process and thus serving and developing society. Therefore, suitable atmospheres must be provided for the teacher so that he can achieve his educational ambition. This is primarily linked to his job satisfaction. The researcher attempted to achieve the following objectives: 1. To determine the degree of job satisfaction in Arabic teachers at the secondary stage in the Kingdom of Bahrain. 2. To identify the job satisfaction difference in Arabic secondary teachers by gender in Bahrain. 3. To identify the job satisfaction difference in Arabic secondary teachers by educational qualifications. 4. To identify the job satisfaction difference in Arabic secondary teachers by years of experience in Bahrain. 5. To identify the job satisfaction difference in Arabic secondary teachers by job titles in Bahrain 6. To identify job satisfaction differences in Arabic secondary teachers by track in Bahrain 7. To identify obstacles to job satisfaction in Arabic secondary teachers in the Kingdom of Bahrain. To achieve the purposes of the study, a descriptive approach was used, using a questionnaire as a key tool, including: a Questionnaire data: It includes gender, qualifications, years of experience, job titles, and tracks. b. Questionnaire items: The questionnaire consists of 95 items for seven areas: Teaching satisfaction and teaching career at school, professional development satisfaction, administration satisfaction, educational orientation satisfaction, social relationships satisfaction among personnel, and available potential at school for achieving the instructional learning objectives. During the period between September 12, 2005, and September 28, 2005, 180 questionnaires were distributed to the Arabic teachers in all the various state secondary schools in the Kingdom of Bahrain The number of questionnaires returned was 152 copies, whereas the number of discarded copies was 12, which represents 84.4%. This led to several results that can be summarized as follows: 1. Teachers' job satisfaction at the secondary level is medium because the average answer is "I agree to some extent," which means there is job satisfaction for those people, but in its minimum range. 2. The highest job satisfaction for secondary-level Arabic teachers in the Kingdom of Bahrain is "satisfaction with the strategy for managing the Arabic department." 3. The second highest level of job satisfaction for secondary-level Arabic teachers in the Kingdom of Bahrain was "satisfaction with social relations between the administrative and educational staff." 4. The third highest level of job satisfaction for secondary-level Arabic teachers in the Kingdom of Bahrain was "satisfaction with the school administration." 5. The fourth highest level of job satisfaction for secondary-level Arabic teachers in the Kingdom of Bahrain was "satisfaction with the job of teaching and working at school." 6. The lowest level of job satisfaction among secondary-level Arabic teachers in the Kingdom of Bahrain was "Satisfied with the job development." 7. The second lowest level of job satisfaction among secondary-level Arabic teachers in the Kingdom of Bahrain was "Satisfied with the educational advisory of the Arabic department." 8. The third lowest level of job satisfaction among Arabic teachers at the Secondary level in the Kingdom of Bahrain was "Satisfaction with the facilities available at school in order to achieve the teaching-learning goals." The researcher made the following recommendations and suggestions: First: Recommendations: 1. Set financial rewards to encourage teachers to do more for the teaching-learning process on the one hand, and to be more satisfied with their jobs on the other. 2. Improve teachers' salaries to achieve a kind of harmony between the teachers' efforts and their wages 3. Find new mechanisms that help lighten the load on teachers, such as employing more teachers, appointing assistants to help them with some of their work, removing some subjects that are repeated, or giving timetables with few lessons to some of the school administrators. 4. Paying close attention to the medical care offered to teachers to provide health safety for teachers inside the kingdom instead of searching for it outside, which will affect the learning and teaching process as well as financial problems for the teachers. 5. The responsible people in the Ministry of Education should increase the financial support directed to studies and field research because these studies provide us with real results about the learning process in order to support positive points and get rid of negative ones. 6. Make the rewards and promotions policy clear to teachers via awareness brochures to motivate teachers to improve their performance 7. To make those in educational advisory services aware of the need to involve teachers in the decision-making process that benefits them, in addition to explaining the vocational future of teachers that benefits everyone in the learning process; to make the relationship between teachers and inspectors based on consultation regarding the learning process requirement instead of making the teacher receptive. 8. Finding a policy to decrease the number of students in classrooms because it is sometimes very high and that affects students' understanding. 9. It is necessary to develop a comprehensive strategy to develop the teaching-learning process that revolves around the teacher and his or her needs 10. It is necessary to develop awareness programs for teachers that explain the importance of their vocation to society and encourage them to obey their senior teachers, inspectors, and the administration because it plays a large role in improving the learning process. 11. Holding guidance sessions for teachers to encourage teamwork to cooperate to achieve the general aims instead of the individual aims. 12. Improving the facilities available in the schools of the Ministry of Education, such as providing helpful scientific references and means of technology. In addition, activating the teacher's role in purchasing such tools and using them in schools, which lead to achieving the expected objectives of the teaching-learning operation efficiently and effectively. 13. It is important to develop a much clearer policy that is better than the current one regarding the distribution of the syllabus content throughout the semester. For example, the syllabus should be decreased or the school days should be increased in order to emphasize quality rather than quantity 14. It is important that school textbook authors make more efforts to design a textbook that focuses on the main components of student personality. In addition, it is vital to consult teachers because they are the link between the students and the curriculum. 15. It is crucial that the school administration works on increasing social communication among the teachers on the one hand, and between the teachers and the administration on the other. The school administration should also accept all suggestions made by the staff to promote social relationships among personnel Secondly: Suggestions: 1. Expanding the study domain to include all Arabic teachers in secondary education in the Kingdom of Bahrain in order to increase its external validity and spread its results among public and private schools. 2. The importance of conducting a scientific study to identify the barriers to job satisfaction as well as suggest solutions in order to enrich the results achieved by the study. 3. Carrying out a comparative scientific study on job satisfaction among Arabic teachers at public and private schools in the Kingdom of Bahrain. 4. Carrying out a comparative scientific regional study or worldwide study on job satisfaction among Arabic teachers in secondary education in the Kingdom of Bahrain and other countries, in order to make use of fruitful experiments that address the positive points and resolve the negative aspects of the work environment | |
| metadata.dc.identifier.other | Drupal node 4439 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/alrda-alwzyfy-ldy-mlmy-allght-alrbyt-fy-almrhlt-althanwyt-bmmlkt-albhryn | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/7104 | |
| Language | ar | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2025-09/001879_alrda_alwzyfy_ldy_mlmy_allght_alrbyt_fy_almrhlt_althanwyt_bmmlkt_albhryn.pdf | |
| Subject | اللغة العربية--دراسة و تدريس--رسائل جامعية | |
| Subject | المدارس الثانوية--مناهج--البحرين--رسائل جامعية | |
| Subject | المعلمون البحرينيون--رسائل جامعية | |
| Title | الرضا الوظيفي لدى معلمي اللغة العربية في المرحلة الثانوية بمملكة البحرين | |
| Type | Master's Thesis |
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