الذكاء الروحي و علاقته بالهناء الذاتي المهني لدى معلمي الطلاب ذوي الاحتياجات التربوية الخاصة في ضوء بعض المتغيرات

Abstract EN

The study aimed to explore the relationship between Spiritual intelligence and professional subjective wellbeing among teachers of students with special educational needs, investigate the role of demographic variables on Spiritual intelligence and professional subjective wellbeing.

The sample of the study consisted of (210) teachers of students with special educational needs (70 teachers of students with intellectual disabilities, 70 teachers of students with of autism, and 70 teachers of students with learning disabilities).

The researchers adapted The Spiritual Intelligence Self-Report Inventory (SISRI-24) (King & DeCicco, 2009), and prepared an professional subjective wellbeing for teachers.

Results of the study indicated that: (1) there was a positive statistically significant correlation between Spiritual intelligence and professional subjective wellbeing among teachers of students with special educational needs, (2) there were no statistically significant differences in spiritual intelligence according to: gender and specialist, while there were statistically significant differences in spiritual intelligence according to experience years for high, (3) there were statistically significant differences in professional subjective wellbeing according to: gender for females, experience years for high and according to specialist, and (4) professional subjective wellbeing can be predicted by Spiritual intelligence (total scores, and two dimensions: critical existential thinking, and personal meaning production).

The results of the study were discussed in the light of literature and previous studies.