Hardiness Behavior of English Teachers in The Northern Districts of Palestine
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Date
2001
Authors
Hussam Ahmed Salih Qadumi
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Abstract
As one may notice teachers are under pressure , stress , and conflict of what they teach .The degree of their commitment , their acceptance of challenge as change , and their feelings of control over the teaching environment are vital for coping with problems and increasing their productivity and motivation toward teachin (Christopher ,1996) .Against this background, this study aimed at determining the level of hardiness behavior of English teachers in the Northern Districts of Palestine .Also it aimed at examining the effect of gender , marital status , experience, qualifications , number of students in class , and salary on English teachers' hardiness behavior level .
This study was conducted on English Teachers in the Northern Districts of Palestine. The researcher used a random sample which was consisted of 271 teachers (136 males and 135 females ) .The sample 27 % of the original population .
The study attempted to answer the following questions :
1. What is the level of hardiness behavior of English teachers in the Northern Districts of Palestine?
2. 1s there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to marital status variable ?
3. Is there any significant difference at (α =0.05 ) in English Teachers hardiness behavior in the Northern Districts of Palestine due to gender variable ?
4. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to qualification variable ?
5. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to salary variable ?
6. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to class size variable ?
7. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to experience variable ?
For data collection the researcher used the Hardiness Inventory (HI) ( Maddi & Kobasa , 1984 ). This was the latest inventory for the purpose of the study .
Results revealed that English teachers had a high degree of hardiness behavior domains and the total score in general was high . Results also indicated that there were significant differences in commitment domain due to gender variable in favor of female teachers.However, there were no significant differences in hardiness behavior of English teachers in the Northern Districts of Palestine due to salary , experience , marital status , qualifications, and class size variables .
Based on the results of the study , the researcher recommended that English teachers ,namely males, ought to be given job satisfaction by increasing their incomes to create motivation and commitment toward work so they can perform more effectively.
Additionally, the researcher recommended avoiding routine by introducing changes and activities in classes every while. Also ,there should be clear differences in salaries specialties between the MA holders and .BA holders so they-MA and BA holders- pay more effort and feel committed toward teaching. For the future studies the researcher recommended studying the hardiness behavior as a coping strategy in relation to stress .
As one may notice teachers are under pressure , stress , and conflict of what they teach .The degree of their commitment , their acceptance of challenge as change , and their feelings of control over the teaching environment are vital for coping with problems and increasing their productivity and motivation toward teachin (Christopher ,1996) .Against this background, this study aimed at determining the level of hardiness behavior of English teachers in the Northern Districts of Palestine .Also it aimed at examining the effect of gender , marital status , experience, qualifications , number of students in class , and salary on English teachers' hardiness behavior level . This study was conducted on English Teachers in the Northern Districts of Palestine. The researcher used a random sample which was consisted of 271 teachers (136 males and 135 females ) .The sample 27 % of the original population . The study attempted to answer the following questions : 1. What is the level of hardiness behavior of English teachers in the Northern Districts of Palestine? 2. 1s there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to marital status variable ? 3. Is there any significant difference at (α =0.05 ) in English Teachers hardiness behavior in the Northern Districts of Palestine due to gender variable ? 4. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to qualification variable ? 5. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to salary variable ? 6. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to class size variable ? 7. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to experience variable ? For data collection the researcher used the Hardiness Inventory (HI) ( Maddi & Kobasa , 1984 ). This was the latest inventory for the purpose of the study . Results revealed that English teachers had a high degree of hardiness behavior domains and the total score in general was high . Results also indicated that there were significant differences in commitment domain due to gender variable in favor of female teachers.However, there were no significant differences in hardiness behavior of English teachers in the Northern Districts of Palestine due to salary , experience , marital status , qualifications, and class size variables . Based on the results of the study , the researcher recommended that English teachers ,namely males, ought to be given job satisfaction by increasing their incomes to create motivation and commitment toward work so they can perform more effectively. Additionally, the researcher recommended avoiding routine by introducing changes and activities in classes every while. Also ,there should be clear differences in salaries specialties between the MA holders and .BA holders so they-MA and BA holders- pay more effort and feel committed toward teaching. For the future studies the researcher recommended studying the hardiness behavior as a coping strategy in relation to stress .
As one may notice teachers are under pressure , stress , and conflict of what they teach .The degree of their commitment , their acceptance of challenge as change , and their feelings of control over the teaching environment are vital for coping with problems and increasing their productivity and motivation toward teachin (Christopher ,1996) .Against this background, this study aimed at determining the level of hardiness behavior of English teachers in the Northern Districts of Palestine .Also it aimed at examining the effect of gender , marital status , experience, qualifications , number of students in class , and salary on English teachers' hardiness behavior level . This study was conducted on English Teachers in the Northern Districts of Palestine. The researcher used a random sample which was consisted of 271 teachers (136 males and 135 females ) .The sample 27 % of the original population . The study attempted to answer the following questions : 1. What is the level of hardiness behavior of English teachers in the Northern Districts of Palestine? 2. 1s there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to marital status variable ? 3. Is there any significant difference at (α =0.05 ) in English Teachers hardiness behavior in the Northern Districts of Palestine due to gender variable ? 4. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to qualification variable ? 5. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to salary variable ? 6. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to class size variable ? 7. Is there any significant difference at (α =0.05 ) in English teachers hardiness behavior in the Northern Districts of Palestine due to experience variable ? For data collection the researcher used the Hardiness Inventory (HI) ( Maddi & Kobasa , 1984 ). This was the latest inventory for the purpose of the study . Results revealed that English teachers had a high degree of hardiness behavior domains and the total score in general was high . Results also indicated that there were significant differences in commitment domain due to gender variable in favor of female teachers.However, there were no significant differences in hardiness behavior of English teachers in the Northern Districts of Palestine due to salary , experience , marital status , qualifications, and class size variables . Based on the results of the study , the researcher recommended that English teachers ,namely males, ought to be given job satisfaction by increasing their incomes to create motivation and commitment toward work so they can perform more effectively. Additionally, the researcher recommended avoiding routine by introducing changes and activities in classes every while. Also ,there should be clear differences in salaries specialties between the MA holders and .BA holders so they-MA and BA holders- pay more effort and feel committed toward teaching. For the future studies the researcher recommended studying the hardiness behavior as a coping strategy in relation to stress .