التداخل الإرشادي بفنيتي (الحوار-الإقناع المنطقي)‎ لتنمية التكيف الأكاديمي لدى المدرسات المتزوجات

Abstract EN

The current research aims at knowing the effectiveness of the counseling interference with the two techniques (dialogue – logical convincing) in developing the academic adaptation of female married teachers through testing the following hypotheses: 1- There are no statistically significant differences among the ranks of scores of the individuals in the first group (the group of the style of dialogue) of pre-test and the post-test on the scale of the academic adaptation after administering the program.

2- There are no statistically significant differences among the ranks of scores of the individuals of the second group (the group of the style of logical convincing) in pre-test and the post-test on the scale of the academic adaptation after administering the program.

3- There are no statistically significant differences among the ranks of scores of the individuals of the controlled group in pre-test and the post-test on the scale of the academic adaptation.

4- There are no statistically significant differences among the ranks of scores of the individuals in the first group (the group of the style of dialogue) and the controlled group in the post-test on the scale of the academic adaptation after administering the program.

5- There are no statistically significant differences among the ranks of scores of the individuals in the first group (the group of the style of logical convincing) and the controlled group in the post-test on the scale of the academic adaptation after administering the program.

6- There are no statistically significant differences among the ranks of scores of the individuals in the first experimental group (the group of the style of dialogue) and the second experimental group (the group of the style of logical convincing) in the post-test on the scale of the academic adaptation after administering the program.

The researcher has constructed according the rational emotive behavioral theory, where the sample consists of (400) female married teachers.

The initial form of the scale consists of (40) items, exposed on a number of experts, where two items have been excluded.

However, the final form of the scale consists of (38) distributed on four components (psychological comfort, efficiency in work, somatic symptoms, social acceptance).

After ascertaining the scale, the researcher has conducted the reliability by two methods: test and re-test, where it is (0,85).

In order to construct the counseling program in its two styles, the scale has been administered on a sample consists of (100) teachers in order to know the teachers who suffer from lower academic adaptation.

However, the number of sessions in the counseling program are (12) counseling sessions, where the program has been constructed and exposed on a number of experts.

The sample of the experiment consists of (30) teachers who score low on the scale.

They are randomly distributed on three groups ( two experimental groups and one controlled group), (10) in each one, where the equalization has been conducted.

After applying the program on the two experimental groups, the scale has been applied of the three groups (the post-test).

The results show the following: a- The dialogue style has an impact in developing the academic adaptation of female married teachers.

b- The dialogue style has an impact in developing the academic adaptation of female married teachers.

In the light of results, the researcher has put forward a number of recommendations and suggestions.