الدافعية للإنجاز لدى معلمي التربية الخاصة في ضوء متغيرات: (الجنس، الحالة العائلية، سنوات الخبرة المهنية)‎

Abstract EN

The present study aimed to identify the achievement motivation of special education teachers in light of the variables of gender, family status and years of professional experience, through knowing whether there were statistically significant differences in the motivation for achievement attributed to variables (gender, family status, years of professional experience), and for the purpose Achieving the objectives of the study The researcher used the descriptive approach and applied the achievement motivation scale for Bashir Muamariah, and after verifying its validity and reliability, the study was conducted on a random sample consisting of (52) teachers (teacher and teacher) special education at the Psychological Pedagogical Center for Mentally Handicapped in the city of Tebessa, and the results of the study reached: - There are statistically significant differences in the achievement motivation of special education teachers due to the gender variable.

- There are statistically significant differences in the motivation for achievement due to the variable of the family status.

There are no statistically significant differences in the achievement motivation of special education teachers in the years of professional experience.