Psychological Stability and its Relationship to responsibility among Baghdad university Teachers
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Objective: This study aimed to explore the relationship between psychological stability and responsibility among university lecturers.
Methods and Materials: A descriptive research design was employed, targeting 200 university lecturers at the University of Baghdad, selected through stratified random sampling. The participants were equally distributed by gender and academic specialization. Data were collected using the Psychological Stability Scale, based on Maslow's theory, and a Responsibility Scale encompassing national, personal, and social responsibility components. Statistical analyses, including Pearson correlation and multiple regression analysis, were performed using SPSS version 26 to assess relationships and predictive power.
Findings: Descriptive statistics revealed moderately high levels of psychological stability (M= 83.45, SD= 12.76) and responsibility (M = 76.89, SD = 10.34). Pearson correlation analysis revealed significant positive relationships between psychological stability and responsibility (r= 0.64, p<.001), as well as its components: national (r= 0.58, p<.001), personal (r= 0.66, p<.001), and social responsibility (r= 0.61, p<.001). Regression analysis revealed that psychological stability accounted for 41% of the variance in responsibility (R² = 0.41, F= 54.29, p< .001), with personal responsibility being the most strongly influenced component (β= 0.33, p< .001).
Conclusion: The findings highlight the critical role of psychological stability in fostering responsibility among university lecturers. These results suggest the need for institutional interventions to enhance teachers' mental health and well-being, with a focus on building personal accountability and resilience to optimize professional performance.
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