Volume (4)


Volume (4), Issue (1), April – 2015

Abstract:
The purpose of the present study was to examine perceived levels of burnout and job satisfaction of Qatari general and special education teachers. 80 hundred teachers participated in the study.
40 were working in the public schools, 40 in special education school. Participants were administered the Employees Satisfaction Inventory (ESI, Koustelios and Bagiatis, 1997) and the emotional exhaustion subscale of the Maslach‘s Burnout Inventory (MBI, Maslach and Jackson, 1986). Results showed that Qarari teachers experienced moderate levels of emotional exhaustion.
Public school teachers were more satisfied from the job itself and their immediate supervisor than their counterparts in the Special Education Schools.

Keywords:

Burnout, job satisfaction, Qatari , general and special education teachers. Phonological awareness, word recognition ability children with autism spectrum disorder.


Volume (4), Issue(2), September–2015

Abstract:
The purpose of this study is to investigate the relationships between the big five personality traits: (conscientiousness, agreeableness, neuroticism, openness to experience, extraversion) and psychological resilience among secondary school students in Saudi Arabia. The sample consisted of 200 male secondary school students. Aged ranged from 15-17 years (M=16.02, SD=5.12). It was found that significant positive associations existed between the psychological traits (conscientiousness, agreeableness, extraversion, openness to experience) and psychological resilience. Nevertheless, one personality trait; neuroticism, was found to be negatively associated with psychological resilience.
Keywords:

Factor Personality Traits, Psychological resilience, Secondary School Students. Phonological awareness, word recognition ability children with autism spectrum disorder.


Volume (4), Issue (3), December – 2015

Abstract:
The Purpose of this study was to explore the effect of a joint attention intervention program on improving joint attention and communication skills in children with autism disorder. Participants were ten children between the ages of five and seven who attended a school for children with developmental disabilities (Tarbya Fekrya). A pre- post design was used to examine the joint attention intervention program on on improving joint attention and communication skills of the target students. Findings from this study indicated the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder. On the basis of the findings, the study advocated for the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder.

Keywords:

Joint attention, communication skills, children with autism disorder. Phonological awareness, word recognition ability children with autism spectrum disorder.