Determinants of Job Satisfaction and Its Relationship to Coping Methods of Psychological Stress among Teachers of Autistic Children

Al-Zaidi, Faten Abdul-hadi

doi:10.21608/jsrep.2022.286246

Determinants of Job Satisfaction and Its Relationship to Coping Methods of Psychological Stress among Teachers of Autistic Children

Document Type : Original Article

Author

Faten Abdul-hadi Al-Zaidi

Special Education, Department of Special Education, College of Arts and Education, Tabuk University, KSA.

10.21608/jsrep.2022.286246

Abstract

This research aimed to examine the determinants of job satisfaction and its relationship to methods of coping with psychological stress among teachers of children with autism. The sample of the study included (72) male and female teachers who completed the job satisfaction scale prepared by Jahin and Al-Fiqi (2018), and the scale of methods of coping with psychological stress prepared by (Rilveria, 2018, translated by the researcher). The results showed that the level of job satisfaction for teachers of autism spectrum children was moderate, and that the determinants of job satisfaction were wages and incentives - social status - relationship with superiors - relationship with colleagues - working conditions, and opportunities for promotion respectively. The methods of coping with psychological stress for teachers of autism spectrum children were, in order: relaxation, emotional relief, religiosity, tolerance, social support, cognitive reassessment, problem solving, immersion in work, and addicting drugs and sedatives. The results of the research revealed that there was a statistically significant positive relationship between the total degree of job satisfaction and its determinants and methods of coping with psychological stress among teachers of autism spectrum children. The results showed that there were statistically significant differences in favor of teachers in some determinants of job satisfaction represented in wages, incentives, social status, and promotion opportunities. There were differences in favor of female teachers in the relationship with colleagues, and the relationship with the superiors. There were no differences between male and female teachers in the working conditions; the differences were in favor of female teachers in emotional venting, social support, while there were no differences between male and female teachers in religiosity, tolerance, cognitive re-evaluation, and problem-solving. The results were discussed, and some recommendations and future research were suggested.

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