الصلابة النفسية للمعلمين و علاقتها باتجاهاتهم نحو تلاميذهم ذوي الإعاقة الفكرية البسيطة بمدارس الدمج في ظل جائحة كورونا

Abstract EN

The objective of the research is to the to identify the relationship between the psychological toughness of teachers and their attitudes towards their pupils with simple intellectual disabilities in light of the corona pandemic, and to identify the level of that psychological toughness and the type of those trends, and to know the differences in the level of psychological toughness, and the differences in the type of those trends depending on the variables of experience, and the qualification specialization the study sample consisted of (70) teachers who were chosen in a simple random way, and this research relied on the descriptive correlative approach.

the second : the challenge, and the third dimension : commitment, with (33) statements, including (11) statements for the first dimension, (12) statements for the second dimension, and (10) statements for the third dimension.

as for the teachers’ attitudes variable, the researcher prepared a scale of teachers’ attitudes towards their pupils with simple intellectual disabilities : which consisted of (36) phrases.

commitment, and he came in the first place and his level was very high, and he came in the second place after control and his level was high, while he came in the third place after the challenge and his level was high.

-there are statistically significant differences at a confidence level of 0.01 between the hypothetical and actual averages of teachers' attitudes towards their pupils with simple intellectual disabilities, in favor of the actual average, which confirms that teachers' attitudes towards their pupils with simple intellectual disabilities are high positive trends.

there are no statistically significant differences in teachers' attitudes towards their pupils with intellectual disabilities in the integration schools due to the different years of experience, qualification and specialization.

-there are statistically significant correlations at the 0.01 level between psychological hardness and its sub-dimensions among teachers and their attitudes towards pupils with intellectual disabilities in inclusion schools.