الرضا الوظيفي لدى المعلم البديل في المدارس الأساسية في جنوب الخليل
This study aimed to explore the reality of job satisfaction among substitute teachers in elementary schools in South Hebron. The study encompassed all substitute teachers in South Hebron's elementary schools, totaling 241 male and female teachers. The study sample consisted of 148 teachers selected through a stratified random sampling method. The researcher developed a questionnaire comprising five domains: administrative, educational supervision, incentives and salaries, social aspects, and physical aspects. The psychometric properties (validity and reliability) of the study tools were verified by applying them to a sample of substitute teachers. Additionally, the researcher conducted interviews with 12 substitute teachers to identify key aspects of job structure. The study results indicated a high overall level of job satisfaction among substitute teachers in South Hebron's elementary schools, with a mean score of 3.95 and a standard deviation of 0.38. Job satisfaction across all five domains was also observed to be high. Furthermore, the results showed no statistically significant differences in the responses of the study sample regarding job satisfaction levels based on gender, specialization, years of service, or academic qualifications. The interview results revealed aspects of job satisfaction, including satisfaction with administrative services, represented by effective leadership and management styles, satisfaction with educational supervision, represented by monitoring and evaluation processes, satisfaction with social relationships, represented by communication processes and building positive relationships, and satisfaction with the physical environment, represented by material resources and the working environment. However, there were aspects of job dissatisfaction, particularly with incentives, rewards, and salaries provided to substitute teachers. The researcher recommends increasing both financial and emotional support for substitute teachers to enhance their job satisfaction, emphasizing the importance of addressing teachers' needs effectively. The study suggests maintaining administrative services, developing social relationships for substitute teachers, and continuing efforts to provide support. (Author’s abstract)