شبكة المعلومات العربية التربوية

The study aimed at recognizing the relative significance of the dimensions of work stress sources scale among male and female teachers who joined 'the teachers upgrading program' in AlAqsa university. It also aimed at identifying the incorporeal differences in the dimensions of work stress sources scale among them with regard to the following variables: Gender, years of experience, study stage, and institute type. The study sample consisted of all male and female teachers (229) who joined the program in the faculty of Education, Khan Younis governorate, AlAqsa University. The measure of work stress sources among Palestinian teachers was prepared and applied by the researchers. The study showed that the most common work stress sources among male and female teachers is teachers' relationship with students with a relative weight of 94%. It was followed by the relationship with colleagues at 86%; the relationship with parents at 86%; work burden at 80.33%; school environment at 77.33%; relationship with school curricula at 71.67 %; relationship with school headmaster at 66%; and finally the relationship with educational supervisor at 64%. In addition, the statistical analysis showed that there were incorporeal differences between male and female teachers in the dimension of the relationship with students in favor of female teachers. Whereas, there were no incorporeal differences between the two genders in the dimensions: The relationship with colleagues, relationship with headmaster, relationship with educational supervisor, relationship with parents, relationship with work burden, relationship with school curricula and relationship with school environment. The results revealed that there were no incorporeal differences in the dimensions of work stress sources scale due to institute type (UNRWA schools and the governmental schools). There were incorporeal differences among the teachers in the total degree of work stress sources scale due to years of experience in favor of teachers with 6-10 years in several dimensions. These dimensions were the relationship with educational supervisor, work burden, school curricula, and school environment. Whereas, there were no incorporeal differences among them due to this variable in regard to the following dimensions: the relationship with students, relationship with colleagues, relationship with headmaster, relationship with educational supervisor and relationship with parents. Finally, the study results showed that there were incorporeal differences in the total degree of work stress sources scale due to study stage concerning the dimension of the relationship with students. Whereas, there were no incorporeal differences among them due to the study stage variable in regard to the following dimensions: The relationship with educational supervisor, relationship with parents, relationship with colleagues, relationship with headmaster, work burden, school curricula, and school environment.(Published abstract)