Psychological Stress and its Relationship to Self-Confidence among Primary School Teachers in Al-Khums

Abstract

Primary school teachers are considered the cornerstone of building future generations, instilling religious and moral values ​​in them, and playing a significant role in shaping their personalities and teaching them the necessary skills to help them improve their academic performance. This research studies psychological stress and its relationship to self-confidence among primary school teachers in Al-Khums city. The research aims to identify statistically significant differences based on the variable of experience. The specialization variable was used on the two research scales (psychological stress and self-confidence) separately. The study was conducted on a sample of (200) primary school teachers from four schools in Al-Khums city. The researcher developed the psychological stress and self-confidence scales and applied appropriate statistical methods. The self-validity coefficients for the research variables were (0.86 and 0.91), respectively, and the reliability coefficients were (0.74 and 0.85), respectively. The researcher concluded that: There are statistically significant differences on the stress scale based on the experience variable, favoring teachers with less than 10 years of experience. There are statistically significant differences on the self-confidence scale based on the experience variable, favoring teachers with more than 15 years of experience. There are statistically significant differences on the self-confidence scale based on the subject specialization variable, favoring subject teachers.