الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
Special Education IS one of the academic fields that has
confronted several challenges in its way to development and
progress; but now it has a prominent position among the different
academic and Educational fields.
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Working in the field of Special Education is one of the highly
humane and difficult works that requires great efforts from those
working in the field, especially the teacher. The special Education
teacher encounters difficulties, problems and different pressures
more than the teacher of normal students, and this in turn affects the
special education teacher’s job satisfaction. So, we find some
teachers satisfied with their job, enthusiastic and well-adjusted with
their job; whereas, other teachers are dissatisfied with their job and
have negative attitudes towards it and a feeling of frustration, failure
and inability to fulfill work requirements; so, these teachers tend to
change their job or even abandon it forever, and this in turn result in
loss of work force in this field.
Researchers have been interested in special education teacher’s
occupational adjustment and factors affecting it. So, many studies
aimed atinvestigating occupational adjustment and job satisfaction
of special education teachers; but none of these studies- within the
researcher’s knowledge- investigated directly the possible
relationship between· Emotional Intelligence and occupational
adjustment of special education teachers and this what motivated the
current researcher to do this study. ----------~41l6i.l’Po !!!l!!!!!!!!!!!IIII!!!!!!I!!lIll!!llll 1!!!
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Research Questions
The problem of the current study can be determined in the
following questions:
1-Is there a significant correlation between Emotional Intelligence
and occupational adjustment among special education teachers?
2- What’s the difference in Emotional Intelligence and its subscales
among special education teachers according to gender and years
of experience and the interaction between them?
3- What is the difference in occupational adjustment and its
subscales among special education teachers according to gender
and years of experience and interaction between them?
4- Is it possible for emotional Intelligence and its subscales to
predict occupational adjustment among special education
teachers?
Research Objectives
1-To investigate the possible relationship between Emotional
Intelligence and occupational adjustment among special
education teachers.
2- To prepare a tool for measuring occupational adjustment of
special education teachers.
3- To investigate the effects of gender and years of experience and
the interaction between them on Emotional Intelligence and
occupational adjustment of special education teachers.
Significanceof/he St.
The significance of this study can be divided into two parts:
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[a] The theoretical significance:
1- The study handles Emotional Intelligence, as a main variable, and
this is one of the main recommendations of the 15th psychology
conference in Egypt.
2- Contributing in building the theoretical back ground of Emotional
Intelligence.
3-Adding a new scale for measuring occupational adjustment for
special education teachers.
[b] The practical Significance
In the light of the findings of the study;
1-New criteria can be set for selecting the special education
teachers, and EI measures can be included.
2- Great efforts should be exerted to provide the convenient
environment for achieving occupational success and adjustment
of among special education teachers.
Study Terminology
Emotional Intelligence:
r. The ability of the individual to create positive outcomes in
relation to oneself and others, through recognizing one’s emotions
and those- of others. The positive outcomes included: happiness,
optimism and success at school, work and life. (IsltUlil Badr, 2002).
Occupational Adjustment
The special education teacher’s feeling of self-satisfaction to
work with students with special needs, his/her relations with those
students, their parents, colleagues, administration and supervision -----------~016\3~..---~ ..’!I,!III. a.; ••.. ”-’m••..-. -_!II
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(managers, supervisors, seniors, ..... ) and the occupational growth
the special education teacher achieves that leads to occupational
success at work.
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The special Education Teachers
;,.. Those teachers that teach groups of handicapped students in
the special education classrooms with its three categories (the deafthe
blind and the mentally handicapped).
Study Delimitations
The current study is determined through its variables, sample,
I tools, and the statistical methods used.
The sample
The sample of this study consisted of” 151” special education ”,”,:
teachers (75 male, 76 female) from the special education schools in
J ,
Qalubeya Governorate with its three categories (the deaf- the blind
and the mentally retarded).
Study tools
1-Emotional Intelligence test (prepared by/ Ismail Badr, 2002).
2- Occupational adjustment scale of special education teachers.
Prepared by/the present researcher.
Findings of the study
The present rese.archer has reached some findings that have
been discussed in the light of the theoretical background and the
previous studies available.