The Relative Contribution of Teacher Self-Efficacy and Conflict Management in Predicting Intellectual Humility among Primary School Teachers in the New Educational System

Document Type : Original Article

Author

Department of Psychology, Faculty of Humanities, Dakahlia, Al-Azhar University, Cairo, Egypt.

Abstract

This research aimed to investigate the correlation between intellectual humility and teachers' self-efficacy, as well as the correlation between intellectual humility and conflict management within a sample of primary school teachers (new educational system). The study also sought to identify any significant differences between the actual mean and the hypothetical mean of intellectual humility scores among primary school teachers. Furthermore, it aimed to reveal potential gender-based and years of experience-based differences and their interaction effect on intellectual humility. The research comprised a fundamental sample of 203 male and female teachers, aged between 30 and 45 years, with an average age of 36.34 and a standard deviation of 2.89. The researcher employed a descriptive correlational approach to achieve the research objectives. To verify the study's objectives, three scales were utilized: Intellectual humility (developed by the researcher), Teacher self-efficacy scale (Tschannen-Moran & Hoy, 2001), translated by Badr (2022), and Conflict management scale (prepared by Abdulaziz, 2016). The research results indicated a statistically significant correlation at a significance level of 0.01 between the research sample's scores on the dimensions of intellectual humility scale and their overall scores, as well as their scores on the dimensions of the teacher self-efficacy scale and their overall scores. The results also showed a statistically significant correlation at a significance level of 0.01 between the teachers' scores on the dimensions of the intellectual humility scale and their overall scores and some dimensions of the conflict management scale (collaboration and negotiation). There was a negative correlation between the "avoidance" style and intellectual humility. However, there was no correlation between the "compulsion" style and intellectual humility. Additionally, the results revealed significant statistical differences between the actual mean and the hypothetical mean of intellectual humility scores among primary school teachers. However, there were no statistically significant differences in the intellectual humility scale concerning the gender and years of experience variables and their interaction. The results also showed that intellectual humility could be predicted by the dimensions of the research variables, including teacher self-efficacy and some conflict management styles (collaboration and negotiation) among primary school teachers in the new educational system.

Keywords

References

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