Proportional contribution of Psychological resilience and Subjective vitality in predicting occupational competence according to achieving quality standards among teaching staff and their assistants in faculty of education for boys, Al-Azhar University in Cairo

In light of successive challenges and drawing from positive psychology, teacher preparation programs, quality assurance, accreditation, and their role in psychologically, educationally, and professionally nurturing teachers and learners for positive coexistence in a rapidly changing world, this research is part of a series aimed at motivating and leading change to enhance faculty and staff members to be qualified educators to graduate generations of learners to meet future labor market demands, achieve the professional needs of faculty and their assistants from a positive psychological perspective, especially amidst the Fifth Industrial Revolution and sustainable professional development, to achieve the 2030 vision in keeping pace with continuous successive changes in an ever-changing world. The idea of conducting this research was to reinforce professional competencies, motivate faculty and their assistants to do research, develop skills, tackle challenges, make decisions, and positively interact with professional demands. It also aimed to keep abreast of real-world developments. The study initially aimed at verifying the relationship between psychological resilience, Subjective Vitality, and professional competence, as well as identifying differences in all these variables (dimensions and total score) according to academic degree (Professor, Assistant Professor, Lecturer, Assistant Lecturer, Teaching Assistant) and specialization (Educational, Psychological, Qualitative). The research involved understanding the impact of interaction across all aforementioned research variables according to academic degree and specialization. It also explored the possibility of predicting professional competence through psychological resilience and Subjective Vitality among participants from the Faculty of Education, Al-Azhar University, Cairo, 265 members. To achieve the research objectives, a descriptive methodology was employed. The tools used included measures of psychological resilience, Subjective Vitality, and professional competence, all developed and adminstered by the researcher. After analyzing the data using appropriate statistical methods, the results generally indicated that achieving psychological growth and professional development among faculty and their assistants from a positive perspective significantly impacts their ability to acquire the necessary professional competencies to build an ideal personality. This is especially crucial in light of quality standards, meeting educational process needs, achieving its outcomes, and enhancing the quality of the educational institution in particular, and the university in general. The study revealed a statistically significant positive correlation between psychological resilience, Subjective Vitality, and professional competence. Additionally, there were statistically significant differences in all research variables (dimensions and total score) attributed to the academic degree variable among professors. However, the results did not show any statistically significant differences in all research variables attributed to the specialization variable. Furthermore, there was no observed impact of interaction across all research variables according to academic degree and specialization. Study results were discussed, presenting a set of recommendations and proposals for future studies and research.