إدارة الذات كمتغير وسيط في العلاقة بين اليقظة الذهنية والالتزام الوظيفي لدى المعلمين في المدارس الحكومية في محافظة الخليل
This study aimed at identifying self-management as a mediator variable in the relationship between mindfulness and job commitment among teachers in public schools in Hebron Governorate. In order to carry out the study, the researcher used the descriptive-predictive methodology. The study population consisted of all (8525) male and female teachers in public schools in Hebron Governorate, which are four districts: Hebron, North Hebron, South Hebron, and Yatta. The study was conducted on a sample of (370) male and female teachers. Moreover, three scales were used as follows: self-management, the mindfulness, and the functional commitment as data collection tools after verifying the validity and reliability of the scales. As for the findings, the study reached the following results: The level of self-management, mental alertness and job commitment was high, as the mean for the self-management was (4.14) and the standard deviation (0.395). However, as for mental alertness, it had a mean of (3.95) and a standard deviation of (0.454), while the mean of functional commitment was (4.10) and a standard deviation of (0.449). As for the correlation between self-management and mental alertness, it was a direct relationship, as the strength of the relationship reached (0.719). As for the relationship between self-management and job commitment, it was a direct relationship, as the strength of the relationship reached (0.726), while the relationship was also positive between mental alertness and self-management, and the strength of the relationship was (0.371). Regarding the self-management variable as a mediating variable, there was an effect of the mediating variable self-management on the relationship between mental alertness and job commitment. The effect value of the mediating variable was (0.725), and thus the mediating variable has a partial effect on the relationship between the independent variable (mental alertness) on the dependent variable, job commitment. The results also showed no differences in the level of self-management and job commitment due to the gender variable, while differences appeared in the level of mental alertness in favor of males (4.04) and females (3.91). Besides, there were no differences in the level of self-management, job commitment and mental alertness attributed to the variable of the school stage. Finally, there are differences in the level of self-management, job commitment and mental alertness due to the variable years of service and in favor of those who have 13 years or more. (Author’s abstract)