The Role of Faculty Rotation in Enhancing Professional Competence among University Professors: A Field Study at the Faculty of Economics, Al-Zaytouna University, Souk Al-Ahad Branch

Abstract

The study aimed to identify the role of faculty rotation in enhancing the professional competence of university professors. The study used a descriptive-analytical approach to present the problem, and a questionnaire as a tool for data collection. The study sample consisted of (71) university professors representing a sample of professors at the Faculty of Economics at Al-Zaytoonah University. The statistical analytical method was also used to analyze the questionnaire using the Statistical Package for the Social Sciences (SPSS) program. Among the most important results of the study are the following:

1. It was found that the arithmetic mean on the faculty rotation items was high, indicating a mean of (3.5) for the respondents' responses. This result indicates a near-consensus among the sample members on the importance of the role of faculty rotation.
2. The overall arithmetic mean for the professional competence variable among the study sample members was high, reaching a value of (3.43) with a standard deviation exceeding (0.82), and a relative importance of (68.60%). This result indicates that the sample members are working to improve their professional competence on their own. 3. The results of the hypothesis test showed that there is a statistically significant relationship at a significance level of (0.05) between faculty rotation and enhancing the professional competence of university professors. The correlation coefficient reached (98.6%), indicating a very strong direct relationship. This means that the more frequently faculty rotation is implemented, the greater the professional competence of the university professor.

Introductory words (faculty rotation, professional competence, university professor).