العوامل المؤثرة في ضغوط الدور لدى أعضاء هيئة التدريس في جامعة أم القرى
د. نيفين حامد الحربي
هدفت الدراسة الحالية إلى بناء نموذج سببي بالعوامل المؤثرة في ضغوط الدور لدى أعضاء هيئة التدريس في جامعة أم القرى، ولتحقيق الهدف تم استخدام المنهج الوصفي الارتباطي، حيث طُبقت الاستبانة على عينة مكونة من (414) مشاركُا من أعضاء هيئة التدريس في جامعة أم القرى-المملكة العربية السعودية. أشارت نتائج النمذجة البنائية إلى أن الذكاء العاطفي يساهم بشكل سلبي في ضغوط الدور الثلاثة. وأظهرت النتائج أن الذكاء العاطفي يساهم إيجابًا في الرضا عن التدريس، وأن مجالي الوعي بالعاطفة الذاتية وتنظيم العاطفة يساهمان بشكل إيجابي في الالتزام العاطفي، وأن الرضا عن التدريس يتوسط الأثر المباشر لمجالي الوعي بالعاطفة الذاتية وتنظيم العاطفة في دور الحمل الزائد، كما يتوسط الالتزام العاطفي الأثر المباشر لمجالي الوعي بالعاطفة الذاتية والوعي بعاطفة الآخرين في غموض الدور وتعارض الأدوار. وعليه، توصي الدراسة بإجراء المزيد من الدراسات لفهم الدور الوسيط للرضا عن التدريس والالتزام العاطفي في العلاقة بين الذكاء الانفعالي وضغوط الدور.
الكلمات مفتاحية: الذكاء العاطفي، الرضا عن التدريس، الالتزام العاطفي، ضغوط الدور.
The current study aimed to build a causal model with the factors affecting role stressors among faculty members at Umm Al-Qura University. To achieve this goal, the correlational descriptive design was employed, where the questionnaire was applied to a sample of (414) participants from the faculty members at Umm Al-Qura University - Kingdom of Saudi Arabia. Structural modeling results revealed that emotional intelligence contributed negatively to the three role stressors. Furthermore, emotional intelligence contributes positively to teaching satisfaction, and that the awareness of self-emotion and emotion regulation domains contributed positively to affective commitment. Also, teaching satisfaction mediated the direct effect of emotion regulation in role overload. Moreover, affective commitment mediated the direct effect of awareness of self-emotion and awareness of others' emotion in role ambiguity and role conflict. Accordingly, the study recommends further studies to understand the mediating role of teaching satisfaction and emotional commitment in the relationship between emotional intelligence and role stressors.
emotional intelligence; teaching satisfaction; affective commitment; role stressors
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