Arab Educational Information Network

The study aims to identify the psychological well-being and its relationship to the professional compatibility of a sample of public education teachers and special education teachers in Jeddah. The sample of the study included (402) teachers, on whom each of the following tools were applied: (1) the measure of psychological well-being of the teachers, (2) the scale of professional compatibility of the teachers. Both measures were prepared by The Researcher. This study concluded with the following results: 1) There is a statistically significant relationship between psychological well-being and professional compatibility among the study sample, 2) a high level of psychological well-being and professional compatibility existed among the study sample, 3) The study also revealed that there are statistically significant differences for general education teachers in psychological wellbeing in the following dimensions (independence, spirituality, self-acceptance, environmental empowerment, social relationships, emotional balance, and personal maturity), 4) there were statistically significant differences for special education teachers overall the professional compatibility and in the following dimensions (compatibility with the work environment, work requirements, incentives and material and moral rewards), 5) the study also showed that there were statistically significant differences for public education teachers in the grade, the nature of the place, the number of children, the age, and years of experience, while there were statistically significant differences for special education teachers in the two variables (the social status and the academic qualification). 6) The study showed that the rise in psychological well-being could be predicted by professional compatibility among female teachers by (30%). Several recommendations were presented in this study as follows: 1) holding workshops for training on independence and self-acceptance, 2) reducing the burden of extra-curricular tasks on teachers, 3) developing the system of rewards and incentives for teachers to improve their conditions, 4) increasing the number of teachers in schools so that the required classes of each teacher is reduced as well as the administrative tasks that assigned to them. (Published abstract)