A Field Study of the Job Engagement of Teachers in Basic Education Schools in Qalyubia Governorate

Document Type : Original Article

Authors

1 Educational Planning Division. (Specialization: Educational Administration), The National Center for Educational Research and Development, Egypt

2 Educational Policies Division. (Specialization: Education Foundations), The National Center for Educational Research and Development, Egypt

Abstract

The current study aimed to identify the reality of job engagement among teachers at basic education schools in Qalyubia Governorate. The study followed the descriptive method, and the questionnaire was used in collecting data and information and was applied to a sample of (278) teachers. The results of the study found that the level of job engagement of teachers in basic education schools in Qalyubia Governorate was high overall, as well as high in all dimensions of the study, namely: emotional engagement, cognitive engagement, and behavioral engagement. The results also revealed that there were no statistically significant differences between the averages of the estimates of the members of the study sample at the level of (α ≤ 0.05) attributed to the change in academic qualification, years of experience, job title, and specialization, The results also revealed that there were statistically significant differences between the averages of the estimates of the study sample at the level (α ≤ 0.05) due to the gender variable in favor of females, and the environment in favor of urban schools..  In addition to the above, the results of the study showed that conscience, professional duty and a sense of responsibility are among the most important factors that enable teachers to engage careers in their schools, and  that weak wages, incentives and rewards are among the most important factors that prevent   teachers  from being able to engagement careers.

Keywords

Main Subjects

References

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