ISSN: 2222-6990
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Teacher self-competencies and job engagement are central to understanding teachers’ professional functioning, particularly in primary education where teachers play a foundational role in shaping students’ early learning experiences. This study examined the level of self-competencies, the level of job engagement, and the relationship between these two variables among primary school teachers in Qatar. A quantitative correlational survey design was employed. Data were collected from 331 teachers working in government primary schools in Qatar using a structured questionnaire. The instrument measured two main constructs: teachers’ self-competencies and job engagement. Descriptive statistics, one-sample t-tests, and Pearson’s correlation coefficient were used to analyse the data. The findings showed that teachers reported a high level of self-competencies, with a mean score of 4.33. The findings also indicated a high level of job engagement, with a mean score of 4.44. Pearson’s correlation analysis revealed a strong positive and statistically significant relationship between self-competencies and job engagement, with r = 0.670 and p = 0.000. These results suggest that teachers who perceive themselves as more professionally, socially, and emotionally competent are more likely to demonstrate stronger engagement in their work. The study contributes to the literature by providing empirical evidence from Qatar’s primary education context and highlights the importance of strengthening teachers’ competencies as a pathway to enhancing their engagement. The findings offer practical implications for teacher professional development, school leadership, and educational policy in Qatar.
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