Textbook Delay and Its Psychological and Professional Implications on Female Teachers’ Performance: A Descriptive Analytical Study
Keywords:
Textbook Delay, Teachers' Performance, Psychological Stress, Professional Motivation, Educational PsychologyAbstract
This study aimed to identify the impact of textbook delay on the performance of female school teachers from the professional and psychological aspects, as the textbook represents an essential element in organizing the educational process and achieving educational goals. The study relied on the descriptive-analytical method, and the questionnaire was used as a main tool for data collection, as it was applied to a sample of female school teachers during the academic year. The study tool included topics related to teaching performance, psychological pressure, and professional motivation among female teachers in light of the delay in the arrival of textbooks.
The results of the study showed that there is a statistically significant negative impact of textbook delay on the performance of female teachers, represented by poor pre-planning of lessons, increased professional burdens, high level of psychological pressure, and low motivation towards educational work. The results also showed that the continuation of this phenomenon reflects negatively on the quality of the educational process within the classroom. The study recommended the need to commit to providing textbooks in a timely manner, adopting temporary educational alternatives, and providing administrative and psychological support to female teachers, in a way that contributes to improving their professional performance and psychological stability.
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