مطالب

Objective: This study aimed to predict marital intimacy based on attachment styles, early maladaptive schemas, and love styles among married female students. Method: The research employed a descriptive correlational design and included all married female students enrolled during the second semester of the academic year 2021. Out of these, 300 individuals were selected as the sample group and were studied. Research instruments included the Young Schema Questionnaire - Short Form (YSQ-SF), Hendrick's Love Styles Questionnaire, Collins and Read's Attachment Style Questionnaire (RAAS), and Thompson and Walker's (1983) Marital Intimacy Questionnaire. Descriptive and inferential statistics were used to analyze the data obtained from these instruments. Descriptive statistics included means and standard deviations, while multiple regression was used to examine the research hypotheses. Findings: The regression results indicated that sacrificial love style and the impaired limits schema negatively predict marital intimacy. Conclusions: It can be concluded that the sacrificial love style and the impaired limits schema negatively explain marital intimacy.

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.