Proactive Coping Styles as Predictors of Psychological Well-Being among General and Al-Azhar Education Teachers

This research aimed to explore the predictability of psychological well-being based on certain proactive coping styles among general and Al-Azhar education teachers. Additionally, the study sought to identify differences in proactive coping styles and psychological well-being according to the career variable (general education teacher vs. Al-Azhar education teacher). The research sample comprised 200 teachers:87 from general education and 113 from Al-Azhar education. The participants were enrolled in an educational preparation center affiliated with the Faculty of Education, Al-Azhar University, and their ages ranged from 35 to 50 years, with a mean age of 42.91 years and a standard deviation of 4.938 years. To achieve the research objectives, the study employed the proactive coping styles scale and the psychological well-being scale, both developed by the researcher. The results indicated that psychological well-being could be predicted based on certain proactive coping styles. Specifically, the dimension of target setting, and management was the most significant predictor of autonomy, the behavioral regulation dimension was the strongest predictor of psychological and environmental mastery, the resource accumulation dimension was the best predictor of personal and professional growth, and the proactive evaluation dimension was the most significant predictor of goal setting and overall psychological well-being. Additionally, the behavioral regulation dimension also predicted the overall psychological well-being. Furthermore, the results revealed significant differences in proactive coping styles and psychological well-being between general education and Al-Azhar education teachers, favoring general education teachers.