Education & Pedagogy Journal

This article examines the extent to which academic satisfaction is related to the competence of science teachers in Islamic secondary schools in Iraq. It identifies statistical differences between the sample responses that can be attributed to the variables of gender and academic experience. The study relied on a descriptive and correlational approach. The data was collected using a questionnaire containing (58) paragraphs. The study sample consisted of (138) teachers distributed in (22) Kirkuk province – Iraq Islamic schools. The academic satisfaction indicators studied included teachers’ interest in the educational goals, their sense of self-efficacy, and satisfaction with the meetings, communication, and partnership between them and the educational institution. The effects of behavioral indicators on the dimensions of academic satisfaction (salary, incentives, pedagogical supervision, professional development, school administration, working conditions, social status, and belongingness to the profession), there are no statistical differences in the competence of teacher performance attributed to the gender variable, in contrast to the existence of statistically significant differences for the academic experience variable. The results also showed that academic satisfaction is related to teachers’ competence in improving their pedagogical experience, which is one of the most important factors in improving the competence of professional work.

The modern social environment brings many challenges that increase the risk of psychological vulnerability in the population as a whole. Young people, in particular, are more likely to have mental health problems and need psychological help. However, many do not seek help even though they need it. This highlights the importance of studying resilience in modern society, as it plays a crucial role in developing teenagers, helping them overcome psychological obstacles that can have long-term effects. Bullying is identified as one of the biggest problems among teenagers, with a particular focus on the risks associated with a psychologically insecure environment. The study aims to investigate the specific resilience characteristics of adolescents in bullying situations. The study presents the results of a preliminary investigation of the resilience of adolescents who take on different roles in bullying situations. Several methods were used for the study, including the “Bullying Risk Questionnaire” (by A. Bochaver, V. Kuznecova, E. Bianki, P. Dmitrievskij, M. Zavalishina, N. Kaporskaya, K. Hlomov); “Bullying Structure Assessment Method” (E. Norkina); “The Child and Youth Resilience Measure Test” CYRM (by A. Laktionova and A. Makhnach); ZTPI “Time Perspective Questionnaire” (by F. Zimbardo, adapted by E. Sokolova, O. Mitina, et al. ); “Cognitive regulation of emotions” CERQ (by N. Garnefski, V. Kraaij, adaptation: O. Pisareva, A. Gritsenko); “Shyness Diagnostic Test” (by A. Belousova, I. Yusupov); “ITQ” (Individual-Typological Questionnaire by L. Sobchik). The study was conducted on 88 adolescents aged 15 to 17 from Novosibirsk. The empirical data was analyzed using frequency analysis, the Kruskal–Wallis H-test, the Mann–Whitney U-test, and Spearman’s rank correlation. The study found no significant differences in resilience between victims, witnesses, and defenders. However, the qualitative characteristics of resilience varied depending on the role the adolescents played in bullying situations. For victims, time perspective played a crucial role in their resilience structure, while extraversion was a distinct individual trait for defenders. These results point to possible directions for future research on adolescent resilience of adolescents in bullying situations as well as areas for improving personal resilience as a preventive approach to bullying in the school environment.