Introduction. The level of job satisfaction and attitudes of special education teachers towards working with children with disabilities significantly impact the attitudes of trained student teachers. Positive and satisfied special education teachers serve as role models, inspiring and influencing student teachers in a positive way. On the other hand, if special education teachers are dissatisfied or hold negative attitudes, it can discourage student teachers from pursuing a career in special education. Therefore, promoting job satisfaction and positive attitudes among special education teachers is crucial for fostering a supportive environment that encourages student teachers to embrace the challenges and rewards of working with children with disabilities. Aim. The present study aimed to measure the level of job satisfaction of special education teachers, their attitudes towards working with children with disabilities, and its effect on trained student teachers’ attitudes. Methodology and research methods. The authors developed a questionnaire to measure the level of job satisfaction, and a scale to measure the attitudes towards working with children with disabilities in the sample, validity and reliability were verified. The study sample consisted of 71 special education teachers and 71 teacher students who “receive their training with special education teachers”. The degree to which student teachers’ attitudes are affected by teachers’ satisfaction and their attitudes towards working with children with disabilities was determined using multiple linear regression analysis. Results. The means and standard deviations were extracted to analyse the results of the study, which appeared at an average level of performance on the “attitudes” scale, as the averages ranged from 2.49 to 4.20 and with arithmetic mean as a whole 3.49. Stepwise regression method adopted in the study introduced predicted variables into the regression equation stepwise, resulting in two statistically significant predictive models at the significance level α ≤ 0.05. The first model, involving teacher job satisfaction and student teacher attitudes towards working with children with disabilities, explained 7% of the total variance. The second model, which also considered teachers’ attitudes, explained a substantially larger portion of the variance, accounting for 64% of the total explained variance of the predictive model for student teachers’ attitudes towards working with children with disabilities. Scientific novelty. The findings highlight the significant influence of teacher job satisfaction and attitudes on student teachers’ attitudes. The study contributes to understanding of the factors shaping student teachers’ perspectives and underscores the importance of promoting job satisfaction and positive attitudes among special education teachers to foster a supportive learning environment. Practical significance of this study is that it provides valuable insights for the field of special education and teacher training. By examining the job satisfaction and attitudes of special education teachers towards working with children with disabilities and their impact on student teachers, the study informs educational practices and policies. Promoting job satisfaction and positive attitudes among special education teachers is crucial for creating a supportive environment and enhancing teacher training programmes. This knowledge can guide the development of strategies to improve the preparation of future educators and enhance the quality of special education services for children with disabilities. Overall, the study findings contribute to the field and have practical implications for improving educational experiences and outcomes.

Objectives: The primary objective of this cross-sectional study is to investigate perceived stress, perceived social support, satisfaction with online learning, and coping strategies among working mothers in Jordan during the COVID-19 pandemic. Methods: A total of 204 working mothers participated in an online survey. Four instruments were employed to analyze the study variables. Those instruments were Perceived Stressors Scale (PSS), Multidimensional Scale of Social Support (MSPSS), the Brief Coping Orientation to Problems Experienced (B-COPE) Inventory, and Distance Learning Satisfaction Scale (DLSAT). We used descriptive statistics, Pearson's correlation coefficients, and internal consistency for all variables in analyzing data for all variables. Results: The results revealed that working mothers reported a high level of perceived stress (M = 44.15, SD = 7.25), a low level of perceived social support (M = 29.78, SD = 9.41), a low level of satisfaction with online learning (M = 17.50, SD = 6.60), and a moderate level of effectively coping with their life circumstances (M = 60.56, SD = 11.07). Furthermore, the mothers’ perceived stressors, perceived social support, and satisfaction with children’s online learning were all significantly associated with the score of coping strategies. Conclusions: As working mothers are of the most vulnerable groups who was affected during the corona-virus disease (COVID-19) pandemic, the results in this study are significant in providing essential support and resources for them to cope with stress in the future and identify effective coping strategies for their well-being.

The present study aimed to identify the effectiveness of a training program directed at mothers in improving the level of visual performance skills and motor imitation among children with autism spectrum disorder. The study showed signs of validity and reliability suitable for applying them to children, and a training program was built for mothers. Study tools were applied to a sample consisting of (8) mothers and (10) children with autism spectrum disorder of both sexes within the age group (4-6) years. The results showed that there were statistically significant differences in the means on the pre and post measurement of visual performance skills and motor imitation skills in favor of the post measurement. The results of the follow-up measurement also showed that there was no difference between the scores of the post- and follow-up measurement on visual performance skills and motor imitation skills. Based on these results, the study recommended activating the role of official institutions and charities by organizing courses on an ongoing basis targeting family of children with autism spectrum disorder who are less fortunate in terms of a low standard of living.

Official UNESCO data indicate that the number of students with disabilities who currently receive educational or para-educational services in Jordan does not exceed 27,694, representing approximate...

The aim of the current study was to explore teachers' self-efficacy in teaching students with disabilities in early childhood in inclusive public schools in Amman. A descriptive methodology was used on a convenient sample consisting of 175 female teachers who teach in grades from kindergarten to third grade. Data were collected using a customized self-rating scale comprising 25 items covering three subdomains; its validity and reliability were verified. Results showed that 35.4% of participants rated themselves as having low self-efficacy, 41.7% rated themselves as having moderate self-efficacy, and 22.9% rated themselves as having high self-efficacy. The results also found significant differences in self-efficacy ratings attributed to academic qualifications and job titles, but not to experience. This study underscores the vital role of pre-service and in-service training for teachers in enhancing their teaching skills for inclusive settings.