International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Yaser Numan Al Sabi; Samar Abdulwahab Jaradat; Firas Ahmad Saleem Al Taqatqa; Mohamad Ahmad Saleem Khasawneh

doi:10.23947/2334-8496-2022-10-2-39-50

Authors

Yaser Numan Al Sabi CCC-SLP Speech-Language and Hearing Sciences Program, Hekma School of Health, Behavioral Sciences and Education, Dar Al Hekma University Jeddah, Saudi Arabia https://orcid.org/0000-0002-1842-5571
Samar Abdulwahab Jaradat Department of Educational Studies, University Sains Malaysia, Malaysia https://orcid.org/0000-0001-7657-0382
Firas Ahmad Saleem Al Taqatqa Education Faculty, Special Education Department. University of Jeddah, Saudi Arabia https://orcid.org/0000-0003-0595-9635
Mohamad Ahmad Saleem Khasawneh Special Education Department, King Khalid University, Saudi Arabia https://orcid.org/0000-0002-1390-3765

DOI:

https://doi.org/10.23947/2334-8496-2022-10-2-39-50

Keywords:

social media networks, psychological compatibility, special education teachers

Abstract

This study aimed at identifying the use of the social media network (Facebook) and its relationship to psychological compatibility of special education teachers by answering four questions that include all the variables of the current study. The study used the descriptive approach and developed a scale to reveal the relationship of Facebook use and psychological compatibility. The psychological scale was applied to a random sample of special education teachers (n=520), who constitute 18% from the study population in Aseer region. The results of the study showed that the period that special education teachers spend using Facebook that received the highest frequency was less than two hours per day. The results revealed that the level of psychological compatibility among special education teachers, who use Facebook was high. There was a negative relationship between the period that special education teachers spend using Facebook and the level of psychological compatibility. The results also indicated that there were no statistically significant differences attributed to the effect of gender on the period of use of Facebook among special education teachers.

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