Teachers’ Work Engagement and Its ‎Relationship to School Climate

Abstract

The current study aimed to identify the level of teachers of work engagement and their perceptions of school climate and to indentify whether there are statistically significant differences in the level of teachers’ work engagement and perceptions school climate due to gender, scientific qualification and years of experience variables. It also aimed to investigate the relationship between work engagement and school climate. To achieve the aims of the study, work engagement scale and school climate scale were used. The sample of the study consisted of (576) teachers in Al-Mafarq directorate chosen by the purposive method. The results of the study showed that the level of work engagement was high and there were statistically significant differences in the level of work engagement due to gender, in favour of female teachers, and there were statistically significant differences in the level work engagement due to scientific qualification, in favour of teachers who have a postgraduate degree. There were statistically significant differences in the level of work engagement due to years of experience, in favour of teachers the years of experience of whom are less than ten years. The results also showed that teachers, perceptions of school climate were positive. Results showed no statistically significant differences in the perceptions of school climate due to gender, while there were statistically significant differences in the perceptions of community engagement and academic in sistence subscales due to gender, in favour of female. Also, there are statistically significant differences in the perceptions of collegial leadership subscale due to gender, in favour of male and there are statistically significant differences in the perceptions of school climate due to scientific qualification, in favour of teachers who have a postgraduate degree and there are statistically significant differences in the perceptions of school climate due to years of experience, in favour of teachers the years of experience of whom are less than ten years. Finally, the results also showed a positive correlation and statistically significant relationship between work engagement and school climate