Positive attitudes towards quality works as a modifier to the relationship between perceived psychological stress and professional competence among faculty members and their assistants in University
The current research aimed to identify the nature of the relationship between perceived psychological stress and the professional competence of faculty members and their assistants at the university, as well as to reveal the modified role of positive attitudes towards quality work in the relationship. The research relied on the descriptive approach, and the study sample consisted of (159) faculty members. "Teachers only" and their assistants, "assistant teachers and teaching assistants", employees of a group of faculties at Zagazig University represented in (Human Medicine - Nursing - Science - Education - Arts), their ages ranged between (24-39) years, with an average age of (30.17) years, In order to achieve these goals, the perceived psychological stress scale, the professional competence scale, and the attitudes scale of faculty members and their assistants towards quality work were used (all tools prepared by the researchers). Psychological, as well as the presence of high levels of professional competence, and the results indicated that there is a statistically significant negative correlation at the level (0.01) between the total degree of perceived psychological stress and the total degree of professional competence, And the presence of a statistically significant negative correlation at the level of (0.01) between the total degree of psychological stress and the total degree of attitudes towards quality work and its dimensions, and the existence of a statistically significant positive correlation relationship at the level of (0.01) between the total degree of attitudes towards quality work and its dimensions and professional competence, and the results indicated that Attitudes towards quality work play a total modifier role in that relationship, and the results also showed that both perceived psychological stress and professional competence can be predicted from some dimensions of the attitudes toward quality work scale, The results also showed that there was no statistically significant effect of the variables of gender (males-females), and the academic degree (Demonstrator-assistant lecturer-lecturer), and the interaction between them on the total score of the attitudes toward quality work and its dimensions, while it proved that there was a statistically significant effect of the level of attitudes towards Quality work (very negative - negative - positive - very positive) in perceived psychological stress and professional competence, and the results were discussed and some recommendations were made in light of them.
soliman, A. A. A., & Metwally, M. M. S. (2023). Positive attitudes towards quality works as a modifier to the relationship between perceived psychological stress and professional competence among faculty members and their assistants in University. Journal of Research in Education and Psychology, 38(3), 1-92. doi: 10.21608/mathj.2023.312185
MLA
abdou ali abdou soliman; Mohamed Metwally Samy Metwally. "Positive attitudes towards quality works as a modifier to the relationship between perceived psychological stress and professional competence among faculty members and their assistants in University". Journal of Research in Education and Psychology, 38, 3, 2023, 1-92. doi: 10.21608/mathj.2023.312185
HARVARD
soliman, A. A. A., Metwally, M. M. S. (2023). 'Positive attitudes towards quality works as a modifier to the relationship between perceived psychological stress and professional competence among faculty members and their assistants in University', Journal of Research in Education and Psychology, 38(3), pp. 1-92. doi: 10.21608/mathj.2023.312185
VANCOUVER
soliman, A. A. A., Metwally, M. M. S. Positive attitudes towards quality works as a modifier to the relationship between perceived psychological stress and professional competence among faculty members and their assistants in University. Journal of Research in Education and Psychology, 2023; 38(3): 1-92. doi: 10.21608/mathj.2023.312185
)
مشاهدة على SCiNiTO