Self-Deception as a Mediating Variable between Psychological Resilience and Temperamental Characteristics among Teachers of Special Classes at The Tripoli Center for Special Classes

Abstract

The study aimed to identify the nature of the role played by self-deception as an intervening variable in the relationship between psychological resilience and temperamental characteristics among teachers of special classes at the Tripoli Center for Special Classes, and to reveal the relationships between self deception, psychological resilience, and temperamental characteristics among teachers of special classes in Tripoli. The researcher used the descriptive approach and the original study community at the Tripoli Center for Special Classes included a number of (111) teachers of special classes. The study sample consisted of (50) teachers of special classes. Their average age was 32.3 ± 2.04. The researcher used the questionnaire (self-deception) prepared by the researcher, the questionnaire (psychological resilience) prepared by the researcher, and the questionnaire (temperamental characteristics) prepared by the researcher. The results of the study showed that there is a relationship between self-deception and psychological resilience as independent variables and temperamental characteristics as a dependent variable. The study recommended paying attention to selfdeception and psychological resilience among teachers of special classes at the Tripoli Center for Special Classes; Due to their connection and relationship with temperamental characteristics, and providing guidance programs to raise the level of psychological resilience among teachers of special classes at Tripoli Center for Special Classes.