Meaning and Flow at Work as Predictors of Frustration Tolerance Ability among Teachers of Students with Visual Impairments.

Abdel Rahman Al-Dabaa, Fathi; Yahya Safhi, Muhammad

doi:10.21608/edusohag.2020.66702

Meaning and Flow at Work as Predictors of Frustration Tolerance Ability among Teachers of Students with Visual Impairments.

Document Type : Original Article

Authors

¹ Professor of mental health and special education. Faculty of Education- King Khalid University Saudi Arabia.

² Associate Professor of Special Education, Department of Special Education - College of Education, Jazan University Saudi Arabia

10.21608/edusohag.2020.66702

Abstract

The study aimed to explore level of frustration tolerance ability, and correlation between frustration tolerance ability and meaning and flow at work, as well as investigated the possibility of prediction of frustration tolerance from these variables among teachers of students with visual impairments. The study sample consisted of (118) teachers (71 male and 47 female), Mage = 34. 86, SD = 6,52), were selected from inclusion schools of the educational administrations in Saudi Arabia. The study used the scale of frustration tolerance ability which prepared by the researchers, the scale of meaning at work by Steger, Dik, & Duffy (2012), and the scale of flow at work by Wolfigiel & Czerw (2017) both scales translated by the researchers. The results showed that high level of frustration tolerance ability among the study sample. and there were statistically significant differences at (0.01) level in frustration tolerance ability for males teachers, and this ability was positively related to the meaning and flow of work. These two independent variables account for 51.4% of the variance in the dependent variable. The meaning at work was the best variable in predicting the frustration tolerance ability.

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