Emotional Stability and Its Relationship with Some Variables among Teachers of Students with Special Needs

Abstract

-The study aimed to reveal the level of emotional balance among teachers of students with special needs and to identify whether there are statistically significant differences in the teachers' responses at the center regarding their levels of emotional balance, as well as to provide recommendations in light of the results. A descriptive correlational method was followed. The emotional balance questionnaire was prepared by the researcher. It covered five dimensions: self-emotional awareness, control and regulation of emotions, managing difficult academic situations, emotional flexibility and adaptation, and positive emotional expression. The sample consisted of 39 teachers at the center. The study described the level of emotional balance and its various dimensions, along with the distribution of demographic characteristics of the sample. A one-sample T-test was used to compare the calculated averages with the reference value and determine their statistical significance at the 0.05 level. To examine the effect of variables on the level of emotional balance, a one-way ANOVA was conducted to determine if there were statistically significant differences between levels of the demographic variables. The study concluded that there are statistically significant differences in the level of emotional balance among the sample members, and that there are no statistically significant differences...In terms of emotional balance, it is attributed to variables like experience, educational qualification, and social status. The results also revealed statistically significant differences in the level of emotional balance attributed to the study stage. - Keywords: emotional balance, female teachers, students with special educational needs.