النموذج البنائي للعلاقات بين رأس المال النفسي والهوية المهنية والتدريس الفعال لدى معلمي المرحلة الإعدادية
The research aims to verify the possibility of arriving at a structural model that explains the relationships between psychological capital, professional identity, and effective teaching. To achieve this goal, the two researchers prepared: a measure of psychological capital and a measure of effective teaching. As for the measure of professional identity, it was prepared in its foreign form by Zhang, et al. (2016) and was translated and Arabized by the two researchers. After applying the three research tools to a standardization sample of (71) male and female middle school teachers in the Tenth of Ramadan City, and verifying the availability of their psychometric conditions, they were applied to a basic sample of (174) male and female teachers. the findings of the research: The strongest effects in the constructivist model are the effect of professional identity (especially its dimension related to professional work identity) on effective teaching (especially the dimension related to evaluating learning and student progress), and the overall score for effective teaching. The effect value was (0.459, 0.349), respectively. Psychological capital also has a positive impact on effective teaching. However, when professional identity (professional work identity) was combined with psychological capital to determine their impact on effective teaching, the value of their overall impact on effective teaching increased. This indicates the importance of studying the impact of the variables psychological capital and professional identity together on teaching to become more effective. In light of these results, the two researchers presented a set of recommendations and proposed research. (Published abstract)