The study aimed to verify the existence of a correlation between the perceived image of the principal's bullying and job satisfaction among employees in public and private schools, and to reveal the contribution of the perceived image of the principal's bullying in predicting job satisfaction among employees in public and private schools. The study sample consisted of (193) administrators and teachers in some public and private schools. The study relied on the researcher preparing two scales: the perceived image of the principal's bullying and job satisfaction. The results of the study revealed the existence of a statistically significant negative relationship between the perceived image of the principal's bullying and job satisfaction, as the correlation coefficient reached (-0.519) at a significance level of (0.001). The contribution of the supported image of the principal's bullying to predicting job satisfaction was also stated at a rate of (27%).
Khaled Maher Mohamed, M., & Abu Al-Majd Sayed, H. (2024). The Perceived image of Bullying the Manager and its relationship to Job Satisfaction among a sample of employees in public and private schools. Journal of Qena Faculty of Arts, 33(64), 692-742. doi: 10.21608/qarts.2024.296403.1980
MLA
Mahmoud Khaled Maher Mohamed; Hussein Abu Al-Majd Sayed. "The Perceived image of Bullying the Manager and its relationship to Job Satisfaction among a sample of employees in public and private schools", Journal of Qena Faculty of Arts, 33, 64, 2024, 692-742. doi: 10.21608/qarts.2024.296403.1980
HARVARD
Khaled Maher Mohamed, M., Abu Al-Majd Sayed, H. (2024). 'The Perceived image of Bullying the Manager and its relationship to Job Satisfaction among a sample of employees in public and private schools', Journal of Qena Faculty of Arts, 33(64), pp. 692-742. doi: 10.21608/qarts.2024.296403.1980
VANCOUVER
Khaled Maher Mohamed, M., Abu Al-Majd Sayed, H. The Perceived image of Bullying the Manager and its relationship to Job Satisfaction among a sample of employees in public and private schools. Journal of Qena Faculty of Arts, 2024; 33(64): 692-742. doi: 10.21608/qarts.2024.296403.1980