Academic Satisfaction and its Influence on the Competence of Science Teachers in Islamic Secondary Schools in Kirkuk Province

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.