Journal of Educational and Psychological Sciences
The Journal of Educational and Psychological Sciences is an international, peer-reviewed, indexed, and licensed specialized journal. The journal is a peer-reviewed extension of the journey of journals published by the Arab Institute for Science and Research Publishing (AISRP) and is issued monthly. The journal is dedicated to publishing original and valuable educational and psychological research that advances educational fields, thereby enriching the Arabic library with the most important and best-selected, peer-reviewed research. The Editor-in-Chief is Professor Fahd Saleh Mughrabi Al-Ma'mari. The journal focuses on publishing high-quality research in various fields including: educational psychology, curriculum and teaching methods, educational administration, foundations of education, educational technology, special education, psychological and educational counseling, educational measurement and evaluation, applied psychology, and mental health. The journal seeks to achieve leadership in publishing peer-reviewed scientific research that contributes to the development of educational and psychological practices, enriching the Arabic library with the latest carefully selected studies and research. The journal is committed to the highest international scientific peer-review standards, ensuring the quality and integrity of published content and enhancing its position as a reliable scientific reference for researchers and academics in the Arab world and globally.
The Arab Institute for Science and Research Publishing (AISRP)
A proposed model to reduce the impacts of educide on school education in Gaza Strip during the 2023 war
The study aimed to design a proposed model to reduce the impacts of educide on school education in Gaza Strip during the 2023 war. To achieve the study's objective, the researcher used the analytical descriptive approach and designed an electronic questionnaire to identify the degree to which the study sample members assessed the impacts of educide on school education in Gaza Strip. The questionnaire consisted of (54) items, divided into (6) main domains: (learning and teaching, school environment, teachers, students, school administration, parents and the local community). The study sample consisted of (379) teachers, who were selected using a simple random method. The results of the study showed that the mean of the study sample's assessment of the impacts of educide on school education in Gaza Strip was (4.556), with a relative weight of (91.13%), and a very high degree. It also showed no statistically significant differences at the (α≤0.05) level between the mean scores of the study sample's assessments of the impacts of educide on school education in Gaza Strip attributable to variables (gender, educational qualification, and place of work). In light of the study's results, the researcher designed a proposed model that includes suggestions for reducing the impacts of educide on school education in Gaza Strip. The researcher recommended adopting a comprehensive plan to save education, adopting blended education, allocating programs to compensate for students' educational and value losses, and implementing programs to support the psychological and social aspects of students and teachers.
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The Uses of Artificial Intelligence in Psychological Counseling and Guidance: An Analytical Study
This study discusses the contributions of artificial intelligence in the field of guidance and counseling, to determine the extent to which Arab studies utilize technological advancements to enhance counseling services, the study adopted the descriptive-analytical approach by analyzing Arab research that addressed the use of artificial intelligence in the field of psychological guidance and counseling, and the results of this study concluded that there is diversity in the uses of artificial intelligence in studies, including: (artificial intelligence systems and techniques for preparing guidance programs, artificial intelligence applications for mental health, standards for using artificial intelligence, automated education, artificial intelligence chat, and finally artificial intelligence panels), We confirm the existence of positive and effective results in the use of artificial intelligence in reducing symptoms of psychological anxiety and depression, and realizing self-awareness, psychological well-being, health level, and the effectiveness of the invitation effectiveness, but its effectiveness may lead to a negative impact, as the results see that future results of the use of artificial intelligence. technologies in the field of guidance and counseling are highlighted by artificial intelligence assistance in training briefs in the field of guidance and counseling, the number of uses of artificial intelligence technologies in guidance and counseling, which includes diverse participation on the hour, and assistance in psychological assessments. The study showed some advice, including: integrated artificial intelligence technologies to help provide specialized consultations, and support them around the clock, while ensuring their security.
A proposed telepsychology program based on acceptance and commitment to develop post-traumatic growth among sons and daughters of duty martyrs at the secondary level in the Kingdom of Saudi Arabia
This study aims to enhance the level of psychological health and quality of life among sons and daughters of duty martyrs, who are enrolled in the secondary stage of education. ; To this aim, the study has proposed a telepsychology program based on acceptance and commitment so as to reinforce the five dimensions of post-traumatic growth (i.e., relations with others, new potentials, personal strength, spiritual and existential change, appreciation of life) among sons and daughters of duty martyrs enrolled in the secondary stage of education thru employment of the six processes of orientation with acceptance and commitment (i.e., Acceptance, Communication with the Present, Cognitive Separation, Contextual Self, Values and Commitment), which, in turn, would act to maximize the psychological resilience and strong personal characteristics among them. The proposed orientation program is composed of 12 orientation sessions using the individual and collective orientation technique, to be virtually held through an online platform. Both researchers have made recommendations to put into force the telepsychology services into student orientation processes at all education levels. Furthermore, the proposed program was recommended to be applied to sons and daughters of duty martyrs, who are enrolled in the secondary stage of education.
Orientation with Acceptance and Commitment
Motivation for Achievement and Relationship to Distance Teaching during the Corona Pandemic by Kindergarten Teachers in Makkah-Al-Mukarrama
The aim of the study is to identify the level of achievement motivation and its relationship to distance teaching during the Corona pandemic among kindergarten teachers in the city of Makkah Al-Mukarramah. The study community consisted of (567) female teachers in government schools, and (175) female teachers in private schools, The study sample included (175) kindergarten teachers, where the researcher followed the mixed method. Interviews were also conducted with (8) kindergarten teachers. The results of the study indicated that the level of achievement motivation for kindergarten teachers in Makkah Al-Mukarramah is very high, and there are no statistically significant differences in the average degrees of achievement motivation for kindergarten teachers due to the variable (labor sector, monthly salary, experience). However, there is a difference in the traditional methods of teaching in the presence and distance teaching from the point of view of kindergarten teachers, through the results of qualitative data. The views of kindergarten teachers also varied on the extent to which kindergarten children interact with distance e-learning during the Corona pandemic. The most prominent obstacles faced by kindergarten teachers during remote teaching within "Rawdaty" platform during the Corona pandemic were also identified; in addition, the most prominent proposed solutions to overcome the obstacles faced by kindergarten teachers while teaching remotely through “Rawdaty” platform during the Corona pandemic were also identified. Based on the results of the study, the researcher reached a number of recommendations, the most important of which are: prepare programs and training courses for kindergarten teachers to use distance e-learning, prepare and develop new innovative programs and platforms that facilitate the educational process.
Teachers' Attitudes Towards Teaching Mathematics to Third-Grade Male Students in Primary and Early Childhood Schools in Jeddah
Teachers’ attitudes are the invisible force that shapes the learning experience; they can either ignite curiosity or extinguish it. These attitudes help instill confidence and motivation in students—or undermine them. Based on this premise, the present study aims to explore the level of teachers’ attitudes toward teaching mathematics to third-grade male students in primary and early childhood schools in the city of Jeddah. To achieve this, an attitude scale covering three dimensions—cognitive, affective, and behavioral—was employed. The scale was administered to 74 male and 100 female teachers who teach mathematics to third-grade male students in primary schools. The results revealed no statistically significant differences between male and female teachers’ attitudes toward teaching mathematics. The findings also highlighted a high level of competence in the cognitive dimension, whereas the affective and behavioral dimensions received less focus. This indicates a need to enhance these two areas in order to create a more integrated learning experience. The findings further uncover an invisible gap between what is theoretically known and what is practically applied in the classroom. The study assumes that teachers’ attitudes represent a fundamental pillar in improving educational quality and that developing these attitudes across the cognitive, affective, and behavioral domains constitutes an effective approach to enhancing instructional performance in classrooms.
A Foresight Analysis of Structural Challenges in Implementing Oman’s National Education Strategy 2040 within a VUCA Environment and Human-Centered Artificial Intelligence
This study aimed to provide a foresight analysis of the structural challenges hindering the implementation of Oman’s National Education Strategy 2040, within the context of a VUCA environment and the transformative impact of human-centered artificial intelligence. The study adopts a qualitative foresight methodology, employing structural content analysis and critical comparison of national strategic documents and institutional reports, alongside a review of selected recent literature (2020–2024). The findings reveal a structural gap between strategic aspirations and current executive systems, and a limited integration of VUCA perspectives and futures thinking into school education policies. Furthermore, the educational system's organizational structure remains burdened by overlapping mandates and a lack of effective transformative leadership. The study recommends reengineering the school education system towards a flexible, competency-based learning model that enhances the future-readiness of human capital, and developing evaluation and accountability systems based on learning outcomes rather than administrative inputs.
Degree of Computer Teachers’ awareness of Artificial Intelligence Ethics in Riyadh
The study aimed to explore the extent of awareness among computer science teachers about Artificial Intelligence Ethics in Riyadh and to examine variations in their awareness level based on years of experience. The study sample consisted of 92 secondary school computer science teachers. To achieve the objectives, a descriptive methodology was employed, using a questionnaire comprising 15 statements distributed across four axes: transparency, fairness, security, and accountability. The results indicated that the participants had a high level of awareness of Artificial Intelligence ethics in the axes of transparency, security, and accountability, but a lower level in the axis of fairness. Additionally, no statistically significant differences were found in the mean scores attributed to years of experience. In light of these findings, the study recommends training teachers in the ethics of Artificial Intelligence , particularly in the area of fairness. It also suggests conducting similar studies to assess teachers' awareness of AI ethics in other specializations and educational stages.
The Level of Organizational Power Among Educational Zone Managers in the Capital Secretariat - Sana’a: from the Administrative Employees’ Perspective
This study aimed to assess the level of organizational power among educational district directors in the Capital Secretariat - Sana’a, from the perspective of administrative employees, and to determine whether statistically significant differences (at α ≤ 0.05) exist between the mean responses concerning organizational power based on variables: gender, job title, academic qualification, and years of experience. The researcher employed a descriptive analytical approach and used a questionnaire to collect data from a stratified random sample of 201 employees. Results showed that the overall organizational power level among district directors was moderate, with a mean score of 3.12 out of 5, and varied across different dimensions, ranked as follows: formal position power (mean = 4.11, high), coercive power (mean = 3.73, high), personal power (mean = 3.58, high), expert power (mean = 3.15, moderate), informational power (mean = 2.10, low), and reward power (mean = 2.07, low). No statistically significant differences were found in organizational power perceptions related to gender, job title, academic qualification, or years of experience at α ≤ 0.05. The study recommends leadership development through specialized training, experience sharing, and fostering an empowerment culture to enhance institutional performance.
Table of Content: The Level of Organizational Power Among Educational Zone Managers in the Capital Secretariat - Sana’a: from the Administrative Employees’ Perspective Mr. Youssef Qaid Sultan Degree of Computer Teachers’ awareness of Artificial Intelligence Ethics in Riyadh Ms. Khulud Sulaiman Alfaraj ,Ms. Luluwah Saad Alshgrawe ,Ms. Amirah Mohammed Albalawi, Prof. Reem Abdulmohsen Alobaika A Foresight Analysis of Structural Challenges in Implementing Oman’s National Education Strategy 2040 within a VUCA Environment and Human-Centered Artificial Intelligence Mr. Saif Hamad Aljaradi*, Ms. Zahra Rafat Joo ,Prof. Rahmatoallh Marzooghi, Prof. Jafar Torkzadeh, Dr. Elham Heydari Teachers' Attitudes Towards Teaching Mathematics to Third-Grade Male Students in Primary and Early Childhood Schools in Jeddah Ms. Atheer Abdullah Turki Alshehri, Co-Prof. Sama Fouad Khomais Motivation for Achievement and Relationship to Distance Teaching during the Corona Pandemic by Kindergarten Teachers in Makkah-Al-Mukarrama Ms. Sumayyah Mubarak Alsharif , Dr. Hadeel Abdullah Akram A proposed telepsychology program based on acceptance and commitment to develop post-traumatic growth among sons and daughters of duty martyrs at the secondary level in the Kingdom of Saudi Arabia Dr. Hanan Hamed Alsofyani, Dr. Noora Saad Alyemni The Uses of Artificial Intelligence in Psychological Counseling and Guidance: An Analytical Study Ms. Hafsa Saleh Almudhi, Ms. Bara Mohammed Albogami , Ms. Nojod Melfi Alharbi, Ms. Maryam Moteeb Almuteri, Dr. Nouf Walid Azab A proposed model to reduce the impacts of educide on school education in Gaza Strip during the 2023 war Mr. Bahaa D. Alghirbawi
Validation of the World Health Organization's Abbreviated Quality of Life Scale on a Sample of Children with Cancer at Rambam Hospital in Haifa, Palestinian Territories
The study aims to validate the World Health Organization's abbreviated Quality of Life scale (WHOQOL-BREF) on a sample of children with cancer at Rambam Hospital in the Palestinian territories. The scale's validity was assessed through content validity and construct validity. The initial version of the scale was reviewed by five experts, with an 80% agreement criterion for item modification. Based on their feedback, certain items were revised, resulting in a final scale of 30 items. Construct validity was examined by calculating the correlation coefficients between each item and the total score for its domain and the overall scale using Pearson correlation. The results indicated that all items showed positive correlations with their respective domains and the overall scale, with correlation values ranging from -0.292 to 0.838, demonstrating strong and moderate statistical significance at the 0.01 and 0.05 levels, respectively, which indicates good construct validity for the scale. Reliability of the scale was assessed using Cronbach's alpha, split-half method, and the Spearman-Brown formula. The reliability coefficients ranged from 0.326 to 0.821 for Cronbach's alpha, from -0.562 to 0.774 for the split-half method, and from 0.074 to 0.860 for the Spearman-Brown formula. The negative values observed in the split-half method suggest the need for revising certain items. The high values overall indicate that the scale demonstrates high validity and reliability coefficients. No significant differences were found in the overall scale scores among the children. Based on the findings, the researcher proposed several recommendations and suggestions.
Strategic Leadership as a Contemporary Trend in Educational Institutions: An Analytical Study of the Concept, Dimensions, and Challenges in the Kingdom of Saudi Arabia
This study aimed to clarify the concept, dimensions, and challenges of Strategic Leadership (SL) as a modern trend in educational institutions within the Kingdom of Saudi Arabia (KSA), and to identify its strengths and areas needing improvement. The study employed the descriptive-analytical approach through a systematic review of specialized literature related to educational management and leadership, utilizing content analysis as the primary research tool. Findings indicated that SL is based on core dimensions, including clarity of strategic vision and mission, building and developing human capital, cultivating a supportive organizational culture, effective use of data in decision-making, and commitment to ethical practices and good governance. The study also revealed several key challenges hindering its field application, most notably: the persistence of a traditional administrative style, weak empowerment of educational leaders, a deficit in leader preparation programs focusing on strategic competencies, limited resources, and the clear absence of metrics for evaluating strategic leadership performance. Based on these findings, the study presented a proposed conceptual framework for activating this leadership style in light of accelerating environmental shifts. It recommended redesigning educational leader preparation programs to include SL components, such as future thinking and change management, empowering field leadership by enhancing their administrative and organizational authorities, and suggesting the design of localized SL models that consider the realistic challenges and opportunities within KSA's educational institutions.
Strategic Leadership in Educational Institutions
The Role of Community-Based Educational Initiatives in Sustaining Education During the Israeli Aggression on Gaza: A Parental Perspective
This study aimed to analyze the role of community-based educational initiatives in promoting the continuity of education during the Israeli aggression on the Gaza Strip in 2023, from the perspective of parents. The research responds to an urgent need to understand the roles local communities can play in supporting education amid the collapse of the formal education system due to war, during which schools were shut down, hundreds of thousands of students were displaced, and families faced complex educational and psychological challenges.The study adopted a descriptive-analytical methodology and employed an electronic questionnaire distributed to a sample of 276 parents, in addition to a qualitative analysis of open-ended responses. The questionnaire covered four main areas: participation in initiatives, their effectiveness, challenges faced, and overall evaluation. The findings indicate that community-based initiatives played an effective role in mitigating learning loss and providing psychosocial support for students, despite significant challenges on the ground. Results also revealed a statistically significant correlation between parents’ participation and their satisfaction with these initiatives, while no statistically significant differences were found based on demographic variables. Open-ended responses reflected a strong awareness of the importance of such initiatives, alongside identified gaps in coverage and coordination. The study recommends adopting national emergency education policies that recognize and support community initiatives through institutional planning and funding, and empowering families as educational actors during crises.
Degree of Public School Practice Total Quality Standards Central Gaza Strip, and Relationship to Educational Strategic Planning Effectiveness from Teachers' View
The study aimed to identify the degree to which government schools in Al Westa governorate of Gaza Strip for Palestine, their role in applying the Total Quality Management standards on the effectiveness of educational strategic planning from the point of view of teachers, and used the analytical description approach, and prepared the questionnaire, which consisted of (50) paragraphs, the study sample was selected by the simple random method, which consisted of (303) male and female teachers from population of the study, consisted of (1435) from government schools teachers in Al-Westa governorate of Gaza Strip for Palestine, and the results of the study showed that the degree to which government schools their role in applying the Total Quality Management standards is high with a percentage of (73.98%),and the degree of the effectiveness of educational strategic planning is high with a percentage of (75.42%), and there is a direct positive correlation between the mean scores of the sample members of the study for and the degree to which government schools their role in applying the Total Quality Management standards and the degree of the effectiveness of educational strategic planning from the point of view of teachers. And in light of the results of the study, the researchers recommend reciprocal visits between government schools to exchange ideas and proposals in the field of applying Total Quality Management standards, and conducting more similar studies in the rest of governorates of the Gaza Strip that are not included in the community, and it's comparison with the results of the current study has reached.
The Technical readiness for Applying Modern Syllabus of Science at the Secondary Stage in Taif Governorate
The current study aimed to determine the level of secondary science teachers' technological readiness for using modern curricula, identify the extent of readiness in terms of material resources and necessary equipment, and specify the challenges that limit effective technology integration in modern science curriculum implementation.The study employed the descriptive-analytical approach. The sample consisted of (144) secondary science teachers in Taif city, who were selected using a simple random sampling method. A questionnaire was used as the primary research tool, and data analysis was conducted using the Statistical Package for the Social Sciences (SPSS).The results indicated that secondary science teachers in Taif generally reported a high degree of technological readiness to implement modern science curricula, with a mean score of (3.62). However, the readiness concerning material resources and equipment was rated as moderate (Mean = 3.60). Furthermore, the study identified moderate challenges hindering technology utilization (Mean = 3.50) faced by the teachers. Based on these findings, the researcher put forth several key recommendations, including: enhancing the teachers' awareness of the critical importance of integrating technology into the educational process; urging relevant authorities to provide the necessary material resources and equipment to Taif high schools; and encouraging the Taif Secondary Education Administration to address technology integration obstacles, particularly those related to heavy teaching loads and large student numbers per classroom.
Smart Supervision for School Empowerment and Educational Performance Improvement: A Study in Saudi Public Education
This study aimed to explore the current state and inherent challenges of educational supervision in Saudi public schools, identify the prospective roles of Smart Supervision as a strategic approach for school empowerment, improving pedagogical performance, and fostering self-accountability. It also sought to determine the requirements and anticipated challenges for its effective activation, and to propose implementation strategies aligned with Saudi Vision 2030. The research employed a descriptive-analytical methodology using a questionnaire as the primary data collection instrument from a convenience sample of (70) educational practitioners (teachers, supervisors, principals, and deputies). Data analysis utilized the statistical program (SPSS). Results indicated that traditional educational supervision practices face numerous challenges. Conversely, there was a very high consensus on the positive prospective roles of Smart Supervision in school empowerment (Mean = 4.40), improving performance, and addressing traditional supervision shortcomings. Essential requirements for implementation were identified, notably specialized training (Mean = 4.64) and robust technical infrastructure, alongside organizational and human resource challenges. The sample showed very high support for initiating Smart Supervision as a pilot project (Mean = 4.49) before widespread generalization. The study concluded that Smart Supervision represents a strategic approach for developing the supervisory system in light of the digital transformation and Vision 2030, recommending capacity building, necessary support, clear activation policies, and the crucial importance of launching pilot projects to ensure successful nationwide implementation across the Kingdom of Saudi Arabia.
Assess the Performance of Secondary School Principals in Jeddah to Achieve Saudi Arabia's Vision Targets Accordance with the Hellinger's Measure From Teachers View points
The study aimed to evaluate the performance of secondary school principals in Jeddah to achieve the targets of Saudi Vision 2030, based on teachers’ perspectives and using the Hallinger scale. A descriptive methodology was employed, utilizing a questionnaire consisting of (60) items distributed across seven domains. The study population included 5,456 teachers, from which a simple random sample of (392) teachers was selected. The results showed that the overall mean score for performance evaluation was (4.23) indicating a very high level. The mean scores for the first five domains ranged between (4.13) and (4.36) all at a very high level. The domain “Improving the school’s performance rating” ranked first with a mean of (4.36), followed by “School goals” (4.25), “Monitoring school affairs” (4.24), “Curriculum supervision” (4.24), and “Student achievement and motivation” (4.23). The remaining two domains, “Professional development of teachers” (4.19) and “Community partnerships” (4.13), ranked last but were still rated highly. The study recommended strengthening community partnership programs between educational leaders and the local community, establishing clear standards for teachers’ professional development to serve as a basis for performance evaluation and promotion systems, and adopting the Hallinger scale as a scientific framework for evaluating school leadership performance.
School Principals' Performance Assessment
Table of Content: Assess the Performance of Secondary School Principals in Jeddah to Achieve Saudi Arabia's Vision Targets Accordance with the Hellinger's Measure From Teachers View points Ms. Rogaiae Faisal Fadhil* ,Ms. Abrar Housain ALthabiani ,Prof. Hayat Mohammad Saad Alharbi Smart Supervision for School Empowerment and Educational Performance Improvement: A Study in Saudi Public Education Ms. Maryam Abdullah Al-Luhaidan ,Ms. Mashael Aseer Al-Otaibi The Technical readiness for Applying Modern Syllabus of Science at the Secondary Stage in Taif Governorate Mr. Abdullah Jaza Fayhan Al-Nafie Degree of Public School Practice Total Quality Standards Central Gaza Strip, and Relationship to Educational Strategic Planning Effectiveness from Teachers' View Ms. Sabreen Salman Mezyed, Co-Prof. Suleiman Hussain Al Muzayn The Role of Community-Based Educational Initiatives in Sustaining Education During the Israeli Aggression on Gaza: A Parental Perspective Dr. Nael Hassan Adwan ,Mr. Subhi Rabee Shuaib Strategic Leadership as a Contemporary Trend in Educational Institutions: An Analytical Study of the Concept, Dimensions, and Challenges in the Kingdom of Saudi Arabia Ms. Sarah Ajlan Al-Shahri Validation of the World Health Organization's Abbreviated Quality of Life Scale on a Sample of Children with Cancer at Rambam Hospital in Haifa، Palestinian Territories Mr. Adnan Mahmoud Otallah
Interventions to Promote Executive Development in Children and Adolescents
Executive functions develop naturally in typically developing individuals across different stages of life, from childhood to adulthood, with the aim of preparing them to adapt for the cognitive demands of subsequent developmental stages. The process of developing these skills varies from one individual to another, depending on several factors such as environmental contexts or adaptive dimensions, which may either facilitate or impede skills acquisition. Thus, enhancing executive skills is essential in the various stages of the individual. Therefore, we focused in this article on the childhood and adolescence stage with the aim of knowing how to effectively enhance these skills to facilitate the adaptation of the child and adolescent to the requirements of daily life on one hand, and with the evolution of the level of demand that increases with later stages, especially since adulthood is characterized by more complex challenges than the previous stages. In this article, which is a translation and a deep reading of a book chapter about executive functions (Dawson &amp; Guare, 2014), a wide range of evidence-based intervention strategies that can be applied in different settings and age groups will be discussed, beginning with definitions of executive functions and identifying the different categories of skills categorized by researchers, as well as common issues in children and adolescents and their corresponding deficits in specific executive skills. Then, Guidelines will be provided to help identify appropriate intervention design, and how to choose the appropriate strategy to help children and adolescents develop their executive skills, whether at school or at home.
Self-compassion and its relationship to psychological well-being among female students at the University of Hail
This study aimed to identify the relationship between self-compassion and psychological well-being among female students at the University of Hail. The study followed the descriptive, correlational approach, and the study sample consisted of (175) female students, who were selected by a simple random method. The study tools were: the self-compassion scale prepared by Neff (2003) and translated by Daoud, &Break. (2017), and the psychological well-being scale prepared by Al-Shehri (2023). The results of the study showed that there is a strong positive correlation with statistical significance between self-compassion and psychological well-being among female students at the University of Hail. There were also no statistically significant differences in the level of self-compassion and the level of psychological well-being between outstanding and non-achieving female students at the University of Hail. In light of the results of the study, a set of recommendations.
female students at the University of Hail
Emotional Exhaustion and Its Relationship with Professional Performance Among Faculty Members of the College of Education at the University of Hail
This study aimed to explore the nature of the relationship between emotional exhaustion and professional performance among faculty members at the College of Education, University of Hail, in light of the increasing psychological and professional pressures within academic environments. The study adopted a descriptive-analytical approach, which is most suitable for such research purposes. The sample consisted of 138 faculty members, selected using simple random sampling, representing 86.25% of the total population of 160 faculty members. The study utilized the Emotional Exhaustion Scale developed by Ibrahim (2025), along with the Professional Performance Scale developed by Eisaoui (2019). The findings revealed high levels of both emotional exhaustion and professional performance among the participants. Furthermore, a strong and statistically significant positive correlation was found between the two variables. Based on these results, the study recommends the development of psychological support programs, activation of career counseling services, fair distribution of academic and administrative workloads, organization of stress management workshops, promotion of extracurricular activities, and reinforcement of a culture of recognition and motivation within the academic environment.
Talent Management: From Emergence to Development (A Conceptual Study of the Term and Its Dimensions)
This study aimed to highlight the nature, importance, and dimensions of talent management, as well as its pivotal role in enhancing competitiveness among institutions—particularly in light of the global race to attract and retain highly skilled human resources capable of meeting institutional needs and achieving organizational objectives. The study employed an inductive approach by reviewing and analyzing existing literature related to the phenomenon under investigation, followed by analytical comparisons of the collected data to derive meaningful conclusions. The findings reveal that talent management represents a developmental extension of human resource management, which in turn evolved from the broader field of management that emerged in the early 20th century and significantly contributed to institutional governance and operational excellence. Although talent management is a relatively recent concept and lacks a universally agreed-upon definition, the researcher defines it as a modern approach aimed at enhancing and refining administrative processes related to human capital. These include recruitment, training, development, retention, and dissemination of talent—ultimately leading to the strategic investment and empowerment of talented individuals to ensure their continued contribution and productivity. This is achieved through mechanisms that integrate talent across various organizational levels within a cohesive framework that ensures synergy among institutional practices—thus reinforcing competitiveness and organizational sustainability. Furthermore, the study underscores the critical importance of talent management in both educational and non-educational institutions. It emphasizes the need to attract talented individuals across disciplines and create environments conducive to innovation and problem-solving. Simultaneously, it advocates leveraging their expertise to deliver competitive products and services that enhance institutional performance and the achievement of strategic goals.
Perceptions of Self-Evaluation Team Members Regarding Implementation Challenges: A Qualitative Study Based on the Experience of Self-Evaluation in Primary Schools in Southern Khamis Mushait
The current study aims to explore the challenges of implementing self-evaluation in primary schools in Southern Khamis Mushait from the perspectives of self-evaluation team members. The study adopted a qualitative methodology, specifically an interpretive research design, Qualitative data were collected through semi-structured interviews, A total of ten members of the self-evaluation teams participated in the study. The findings revealed that the most prominent challenges in implementing self-evaluation included the lack of infrastructure readiness and school facilities, the resistance to the developmental process by school staff, students, and parents, as well as the external evaluation teams' need for a better understanding of the public education system. The study recommended conducting a comprehensive assessment of the school environment and identifying the material and technical needs prior to the implementation of self-evaluation. It also emphasized the importance of awareness and training programs to prepare school staff, students, and parents and to familiarize them with the self-evaluation process.
The Relationship between Teachers' Spatial Job Stability and Job Performance: An Analytical Field Study in Muscat Governorate Schools in the Sultanate of Oman
The work environment and spatial job stability are critical determinants in shaping teachers’ performance and enhancing the overall quality of the educational system. This study aims to analyze the relationship between spatial job stability and the job performance of teachers in schools across Muscat Governorate, Sultanate of Oman, while also examining differences based on demographic variables such as gender, years of experience, educational level, and marital status. The study adopted the descriptive-analytical approach, appropriate for the nature of non-experimental variables, and utilized a validated questionnaire as the primary data collection tool, covering two main dimensions: spatial job stability and professional performance.
Obstacles to developing cognitive creativity among secondary school students in Al-Baha region from the perspective of their teachers and ways to address them in light of Vision 2030 and contemporary global trends
This study aimed to identify the key barriers hindering cognitive creativity development among high school students in the Al-Baha region, as perceived by their teachers. It further sought to propose solutions in light of Saudi Vision 2030 and contemporary global educational trends. The study employed a descriptive-analytical survey methodology and utilized a questionnaire administered to a sample of 164 male and female high school teachers in Al-Baha. The findings revealed that the overall mean score of perceived barriers was 3.31, indicating a moderate level. Among the domains assessed, student-related barriers ranked highest (M = 3.49, high), followed by administrative structures (M = 3.39), teacher-related factors (M = 3.21), and subject matter characteristics (M = 3.16), all within the moderate range. Statistically significant differences were found based on gender, favoring female teachers, while no significant differences were observed based on teaching experience or academic qualification. Based on the results, a comprehensive framework was developed to address the identified challenges. The study recommends enhancing professional development programs for teachers and redesigning the high school learning environment to better foster creativity. It concludes with a proposed model outlining integrative roles for schools, teachers, and curricula in promoting cognitive creativity in alignment with Vision 2030.
Strategic Planning in Public Secondary Schools in the Southern Governorates of Palestine and its Relationship to Competitive Advantage
The study aimed to identify the reality of practicing both strategic planning and competitive advantage in public secondary schools in the governorates of the Gaza Strip and the nature of the relationship between them from the teachers' point of view. The researchers followed the descriptive analytical approach and used an electronic questionnaire as a research tool, on a stratified random sample of (357) teachers. The results showed that the research sample's estimate of the degree of practicing strategic planning came with an overall average of (4.11), and the level of competitive advantage came with an overall average of (4.03), both with a (large) practice estimate. It was found that there were no statistically significant differences at the level (α≤0.05) between the average scores of the study sample members' estimates of each of (the degree of practicing strategic planning, the level of competitive advantage) attributed to the variables (gender, educational level, years of service). It also showed a positive, direct correlation between the degree of practicing strategic planning and the level of competitive advantage, amounting to (0.91). Based on the results, the researchers recommended involving the local community and parents in the planning process to ensure that these plans respond to the needs of students and society, strengthening partnerships with international organizations to ensure the provision of funding for programs and activities in line with strategic plans, and investing in technology and its tools in planning processes. Strategic in light of limited resources and infrastructure challenges in the Gaza Strip.
Table of Content: Strategic Planning in Public Secondary Schools in the Southern Governorates of Palestine and its Relationship to Competitive Advantage Mr. Bahaa Darwish Alghirbawi,Ms. Zenat Hamed Kuhail, Prof. Sleman Hussein Al-Mozeyn Obstacles to developing cognitive creativity among secondary school students in Al-Baha region from the perspective of their teachers and ways to address them in light of Vision 2030 and contemporary global trends Mr. Ibrahim Mubarak Ahmed Al-Zahrani The Relationship between Teachers' Spatial Job Stability and Job Performance: An Analytical Field Study in Muscat Governorate Schools in the Sultanate of Oman Dt. Mohammed Suleiman Al-Baluoshi Perceptions of Self-Evaluation Team Members Regarding Implementation Challenges: A Qualitative Study Based on the Experience of Self-Evaluation in Primary Schools in Southern Khamis Mushait Ms. Sarah Ajlan Al-Shahri Talent Management: From Emergence to Development (A Conceptual Study of the Term and Its Dimensions) Mr. Sami Hamed Almalki Emotional Exhaustion and Its Relationship with Professional Performance Among Faculty Members of the College of Education at the University of Hail Ms. Rehab Mujzi Al-Shammari ,Ms. Malkah Murdi Al-Mutawea ,Ms. Bashayr Nawaf Assaf Al-Shammari Self-compassion and its relationship to psychological well-being among female students at the University of Hail Ms. Rehab Mujzi Alshammari Interventions to Promote Executive Development in Children and Adolescents Ms. Elmoujahid Oumaima
The Impact of Relative Contribution of Psychological Capital and Academic Inclusion in Predicting the Quality of Life among Female University Students in Saudi Arabia
The current research aims to examine the interrelations of academic inclusion, psychological capital, and the quality of life of students among university students, and to determine the significance of the regression coefficient to predict the quality of life of students through psychological capital and academic inclusion. The correlational descriptive approach was employed in the research, due to its suitability to the nature and objectives of the current research. The sample comprised 360 female students randomly selected from the students of the academic years (second, third, and fourth) at an academic institution in Saudi Arabia, distributed over different divisions, with an average age of (19.80) years, and a standard deviation of (0.90) years. It is noted that the basic study sample did not include any of the members of the survey sample. The researcher prepared the tools of the study including Psychological Capital Scale, Academic inclusion, and Quality of students' life scale. After statistical processing of the data, the study found a positive and significant relationship at (0.01) between academic inclusion and psychological capital ranging from (0.536) to (0.862). In addition, findings showed a significant relationship at (0.01) between psychological capital and the quality of life of students, and a significant relationship at (0.01) between the quality of life of students and academic inclusion in the research sample, which ranged from (0.523) to (0.853) at the level of 0.01. The results of the multiple linear regression model showed that the regression model is significant through the (F) value of (2891.23) which confirms that psychological capital contributes to predicting the quality of university life, and it is significant through the (F) value of (7661.022) with a significance of (0.00) which confirms that academic inclusion also contributes to predicting the quality of students' life. However, the results concluded that academic inclusion`s effect is greater than psychological capital concerning the quality of student life. These findings underline the need to prioritize positive psychology fields and academic inclusion programs to enhance students' well-being and equip them with the skills necessary for personal and academic success. It also highlights the necessity of integrating awareness programs and guidance programs within university courses that help students develop cognitive, psychological, social, and academic skills to perform in both academic and professional life.
Persuasive Intelligence and Its Relationship to Mindfulness Among Kindergarten Teachers
This correlational-descriptive applied research aimed to identify the level of persuasive intelligence and mindfulness among kindergarten teachers in Baghdad/Al-Rusafa Al-Thaniya Education Directorate, and the correlational relationship between them. To achieve the study objectives, the researcher developed a Persuasive Intelligence Scale (30 items) and adopted the Mindfulness Scale (Amer, 2016) (31 cognitive mindfulness items). Both instruments' characteristics were confirmed and applied to a simple random sample of (200) kindergarten teachers during the 2024-2025 academic year. The results indicated that the teachers have a moderate level of persuasive intelligence and moderate mindfulness, and there is a statistically significant positive correlation between persuasive intelligence and mindfulness among kindergarten teachers. The researcher recommended: focusing on mindfulness as an important educational topic for all age groups; emphasizing scientific fields that focus on intelligence processes to reach higher levels; prioritizing cognitive and psychological activities that help develop mindfulness inside and outside the university; and necessity of developing and effectively employing programs addressing mindfulness for better future outcomes.
Marital compatibility among female teachers in Hail City
This study aimed to measure the level of marital compatibility among female teachers in Hail city from their own perspective. In addition, it revealed the nature of differences among female teachers in marital compatibility according to variables (number of children, duration of marriage, residence, husband's job status, husband's educational qualification, average monthly family income). The study followed the descriptive survey method. The sample consisted of (522) married female teachers. The researcher applied the marital compatibility scale she prepared, which consists of five main axes: (psychological compatibility, intellectual compatibility, emotional compatibility, economic compatibility, and social compatibility). The results of the study revealed that married female teachers enjoy a high percentage of marital compatibility with their husbands (73.70%). Social compatibility scored the highest at (75.24%), while economic compatibility scored the lowest at (72.72%). The study also revealed no statistically significant differences in the responses of the female teachers regarding the level of marital compatibility according to the variables (duration of marriage, number of children, residence, husband's job status, husband's educational qualification, and average monthly family income). Based on the results, the study made several recommendations, including: establishing family counseling centers in schools to provide awareness-raising advice to female teachers, and strengthening family counseling programs to achieve greater marital stability.
The Level of Awareness of Kindergarten Teachers at Baghdad Al-Karkh Second Education Directorate of the Importance of Digital Education
The current research aimed to identify the The Level of Awareness of Kindergarten Teachers at Baghdad Al-Karkh Second Education Directorate of the Importance of Digital Education. To achieve the research objective, the researcher adopted a descriptive analytical approach, and a research tool (the questionnaire) was developed. The research sample consisted of (187) teachers selected randomly from kindergartens affiliated with the Baghdad Al-Karkh Second Education Directorate for the academic year 2024/2025. After conducting statistical analyses, the researcher found that kindergarten teachers have an awareness of the importance of digital education, with a general arithmetic mean of the sample being (2.29). Accordingly, conclusions, recommendations, and suggestions were reached.