واقع استخدام أساليب التعزيز لدى معلمي غرف المصادر في محافظة الخليل وعلاقته بالذكاء العاطفي لديهم
Date
2020-12-28
Authors
ليلى محمد سمير حامد نموره
LAILA M H NAMOORA
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة القدس
Abstract
The study aimed to identify the reality of using reinforcement methods among teachers of resource rooms in Hebron governorate and its relationship to emotional intelligence for them and to reveal whether this reality differs according to (academic qualification, specialization, years of experience, school gender, and directorate). The study population consisted of (64) resource room teachers, and the study sample contained (51) teachers of resource room using the relational descriptive approach .
To collect the information, two instruments were prepared, the first one to monitor the reality of the methods of reinforcement used, and the other for emotional intelligence .Validity and reliability have been verified .
The results showed that the total score of the arithmetic averages of the responses of the respondents to the first instrument was medium, and on the domains, it reached as follows: High degree to all of the society reinforces, and the nutritional reinforcements (with a medium degree each of (contractual reinforces, activity enhancers, material reinforces, and symbolic reinforces). As for the second instrument, it was Arithmetic averages of the overall score of the respondents' responses to emotional intelligence to a large extent.
The results also showed statistically significant differences in the reality of using reinforcement methods according to the variable (academic qualification, in favor of a master's degree or higher, and to the variable of years of experience in favor of the category (less than (5) years), and the school gender variable in favor of female schools). However, there are no statistically significant differences, in reality of using reinforcement methods according to the two variables (specialization and directorate).
As for the emotional intelligence scale, the results showed statistically significant differences according to the variable (years of experience, in favor of the group less than (5) years), and there were no statistically significant differences according to the variable, (educational qualification, specialization, school sex, and directorate).
Finally, the results showed the existence of a statistically significant correlation between the reality of using reinforcement methods among resource room teachers in Hebron governorate and their emotional intelligence .
In light of these results, the researcher recommends holding qualifying training courses in positive reinforcement methods, and the importance of employing emotional intelligence in determining the optimal reinforcement method for resource room students