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Stressors and Difficulties in Early Intervention Programs in Jordan from the Employee's Perspective

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Title: Stressors and Difficulties in Early Intervention Programs in Jordan from the Employee's Perspective
Language: English
Authors: Mahmoud Gharaibeh (ORCID 0000-0003-0671-3100), Al-Muatasem M. Al-Bakkar, Samer Z. Abdel-Rahman, Abdullah Ahmed Almulla (ORCID 0009-0004-6920-8421)
Source: International Journal of Child Care and Education Policy. 2024 18.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Early Childhood Education, Early Intervention, Employee Attitudes, Students with Disabilities, Individual Characteristics, Arabs, Preschool Teachers, Teacher Attitudes
Geographic Terms: Jordan
DOI: 10.1186/s40723-024-00137-8
ISSN: 1976-5681
2288-6729
Abstract: Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees' perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan's North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan's early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees' gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447403
Database: ERIC
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  Value: <anid>AN0180733923;[ds0u]06nov.24;2024Nov11.04:46;v2.2.500</anid> <title id="AN0180733923-1">Stressors and difficulties in early intervention programs in Jordan from the employee's perspective </title> <p>Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees' perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan's North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan's early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees' gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.</p> <p>Keywords: Early intervention; Disabilities; Employee perspective; Workforce; Jordan</p> <hd id="AN0180733923-2">Introduction</hd> <p>Early childhood is crucial in building and shaping children's personalities in later life stages (Odom et al., [<reflink idref="bib60" id="ref1">60</reflink>]; Paynter & Keen, [<reflink idref="bib62" id="ref2">62</reflink>]). The earliest years (0–3 years) of life will have an impact on a child's development, highlighting the significance of offering special programs to boost capacities and promote growth and development (Howell et al., [<reflink idref="bib40" id="ref3">40</reflink>]). Hence, early intervention programs are critical for children with disabilities starting from birth (Kasilingam et al., [<reflink idref="bib50" id="ref4">50</reflink>]). Early intervention is a set of curative and preventive specialized services and procedures provided to children and their families from birth to five or six years (Jacob et al., [<reflink idref="bib43" id="ref5">43</reflink>]; Kohli-Lynch et al., [<reflink idref="bib52" id="ref6">52</reflink>]). These intervention programs depend on individual developmental differences; in essence, children require a specific program that matches their skills and the type of disability (Blackman, [<reflink idref="bib16" id="ref7">16</reflink>]). Though these interventions include educational, therapeutic, and preventative programs for children with disabilities to demonstrate aging-related issues (Allen, [<reflink idref="bib8" id="ref8">8</reflink>]; Fuller & Kaiser, [<reflink idref="bib28" id="ref9">28</reflink>]), early learning experiences significantly impact children's development and shape their behavior in the future, making early intervention services significant in educational and therapeutic fields for children with disabilities (Novak & Morgan, [<reflink idref="bib59" id="ref10">59</reflink>]). Early identification and intervention are the main principles in special education that include any educational, medical, psychological, social, and therapeutic services for children with a developmental delay while supporting these children's families through training and counselling programs (Little & Mount, [<reflink idref="bib53" id="ref11">53</reflink>]).</p> <p>Children's family plays an essential role in early intervention services, represented in the early identification and prevention of disability by observing children's growth patterns and identifying the disability (Underwood et al., [<reflink idref="bib78" id="ref12">78</reflink>]). Institutions engaged in early childhood programs are responsible for providing parents with all the knowledge they require regarding their children's health and any hazards because parents' educational and cultural backgrounds are crucial in the early identification of disability (Kohli-Lynch et al., [<reflink idref="bib52" id="ref13">52</reflink>]). The early intervention programs team may include specialists like pediatricians, psychologists, gynecologists, ophthalmologists, audiologists, nurses, pathologists, physiotherapists, occupational therapists, social workers, and special education teachers (Schultz & Gatchel, [<reflink idref="bib68" id="ref14">68</reflink>]). The specific roles and responsibilities of employees in early intervention programs can vary depending on the program's structure, the age range of the children served, and local regulations or guidelines. However, these programs face various challenges that can impact their effectiveness. Understanding these challenges is vital for improving the quality of early intervention services and supporting children and families effectively. Despite the acknowledged importance of early intervention programs, there is a lack of studies specifically exploring the perspective of employees and the challenges they encounter in Jordan.</p> <hd id="AN0180733923-3">Early intervention in Jordan and Arab world</hd> <p>There is a dearth of early intervention programs in Arab nations, and hurdles to providing early intervention services include delayed referral of children at risk, either as a result of late identification of needs or a lack of understanding of early intervention (Al-Hilawani et al., [<reflink idref="bib6" id="ref15">6</reflink>]; Bradshaw et al., [<reflink idref="bib17" id="ref16">17</reflink>]). Various early intervention programs, including the "Portage program", a structured home-based instruction program that makes use of applied behavioral analysis to foster motor, communication, and academic development for kids with cognitive disabilities, have been used in some Arab nations for the past 25 years (Brue & Oakland, [<reflink idref="bib22" id="ref17">22</reflink>]). However, it has been noted that early intervention programs are not being utilized by parents as intended. This may be because societal and cultural variables affect how parents view their child's challenges. According to Al-Khateeb and Hadidi ([<reflink idref="bib7" id="ref18">7</reflink>]), in some situations parents wait and expect that their children would eventually grow out of their problems. As a result, there is a lack of understanding among parents regarding the value of early intervention programs (Omar, [<reflink idref="bib61" id="ref19">61</reflink>]).</p> <p>Additionally, early intervention programs in Jordan and the Arab world have seen significant advancements and transformations in recent years (Alsharari, [<reflink idref="bib10" id="ref20">10</reflink>]). The recognition of the importance of early intervention in supporting children with disabilities and their families has led to increased attention and efforts in these regions (Taha & Hussein, [<reflink idref="bib74" id="ref21">74</reflink>]). The benefits for children with disabilities in Arab countries transformed from "isolation, rejection, and shelter" to "training, rehabilitation, treatment, and integration", which led to enhancing the provision of early intervention services in these countries (Saad & Borowska-Beszta, [<reflink idref="bib67" id="ref22">67</reflink>]). Jordan is considered one of the leading countries in special education in the Middle East, but more work needs to be provided to increase the efficiency and effectiveness of early intervention programs similar to developed countries' programs (Al Jabery & Zumberg, [<reflink idref="bib5" id="ref23">5</reflink>]; Alodat et al., [<reflink idref="bib9" id="ref24">9</reflink>]). However, despite the progress made, challenges persist.</p> <hd id="AN0180733923-4">Early intervention and challenges</hd> <p>Many countries adopt early intervention programs within their official educational policies. Successful early intervention programs must follow an organizational structure when implementing services, such as: setting goals individually, identifying educational activities that are used to achieve these goals and evaluating them periodically, using task analysis procedures, and evaluating the child's performance in continuous adjustment to the educational process (Weglarz-Ward, [<reflink idref="bib83" id="ref25">83</reflink>]). In addition, early intervention services should include intensifying work with children with severe disabilities and individualized instruction to meet their needs, through individual or group sessions, provided that the methods used shall suit each of them (Michael J. Guralnick, [<reflink idref="bib31" id="ref26">31</reflink>], [<reflink idref="bib32" id="ref27">32</reflink>]). However, early identification of children's needs and disabilities is a big challenge that requires comprehensive screening processes and the involvement of multiple professionals to accurately diagnose and evaluate the child's developmental delays or disabilities. There have been notable improvements in short-term IQ scores and long-term outcomes for treated children in several randomized early intervention trials (Campbell et al., [<reflink idref="bib23" id="ref28">23</reflink>]; Gray et al., [<reflink idref="bib30" id="ref29">30</reflink>]; Schweinhart, [<reflink idref="bib69" id="ref30">69</reflink>]). Similarly, Sukkar ([<reflink idref="bib73" id="ref31">73</reflink>]) reported that effective early intervention programs should provide professional services based on the partnership between the service provider and the beneficiaries. This relationship enhances family participation and improves children's average growth in cognitive, academic, and linguistic aspects (Aaron et al., [<reflink idref="bib1" id="ref32">1</reflink>]). ‬However, limited resources, including financial constraints, insufficient staff, and a lack of specialized professionals, can hinder the delivery of timely and comprehensive interventions.</p> <p>Conversely, whenever a student with a significant disability is present in their class, teachers from preschool through secondary school regularly report a strong need for resources and assistance. These requirements include more time for planning, trained staff, and material resources (Avramidis et al., [<reflink idref="bib13" id="ref33">13</reflink>]). According to reports, it is crucial to have consistent parental participation, proper class size, pull-out alternatives, instruction regarding each child's unique requirements, and financial recompense (Bennett et al., [<reflink idref="bib15" id="ref34">15</reflink>]; Devore & Hanley-Maxwell, [<reflink idref="bib25" id="ref35">25</reflink>]; Eiserman et al., [<reflink idref="bib26" id="ref36">26</reflink>]; Scruggs & Mastropieri, [<reflink idref="bib70" id="ref37">70</reflink>]). However, it is important to note that the distribution of genders among employees in early intervention programs may vary depending on factors such as cultural norms, regional practices, and individual program dynamics (Kågesten et al., [<reflink idref="bib49" id="ref38">49</reflink>]). While academic qualifications also play a crucial role in Early Intervention Programs as they ensure that employees have the knowledge and skills necessary to support the development of children with special needs effectively. Furthermore, early intervention employees must learn various skills, including enhancing their social and language abilities, diagnosis and evaluation for establishing and developing early intervention services and programs (Quigley et al., [<reflink idref="bib64" id="ref39">64</reflink>]).</p> <hd id="AN0180733923-5">Preschool teachers' burnout</hd> <p>Burnout is a psychological syndrome that includes emotional tiredness, depersonalization, and less personal achievement (Maslach, [<reflink idref="bib54" id="ref40">54</reflink>]). There are different reasons behind the burnout of the preschool teachers, which mainly include high stress levels and job difficulties (Abd El-Hack et al., [<reflink idref="bib2" id="ref41">2</reflink>]). Burnout shows negative effects on the retention, performance, and well-being of the teachers, as well as on the learning and development of the children (Hamre & Pianta, [<reflink idref="bib34" id="ref42">34</reflink>]; L. Jeon et al., [<reflink idref="bib47" id="ref43">47</reflink>]).</p> <p>The demanding and complex nature of early intervention is one of the major sources of difficulty and elevated stress levels in preschool teachers (H.-J. Jeon et al., [<reflink idref="bib46" id="ref44">46</reflink>]). Early intervention means a system in which coordinated services help to improve the development of young disabled children or at a risk of delayed development and to assist their families (Michael J Guralnick, [<reflink idref="bib31" id="ref45">31</reflink>], [<reflink idref="bib32" id="ref46">32</reflink>]). There are five components of early intervention that include training, legislation, society, employees, and family (McWilliam, [<reflink idref="bib56" id="ref47">56</reflink>]). Every component of this intervention poses particular problems and challenges for preschool teachers, which leads to their burnout (Ng et al., [<reflink idref="bib58" id="ref48">58</reflink>]).</p> <p> <emph>Training.</emph> There is a constant need for preschool teachers to update their knowledge and improve their skills for more effective early intervention (Bricker et al., [<reflink idref="bib19" id="ref49">19</reflink>]). However, teachers didn't get proper training opportunities, supervision and support, and evaluation and feedback, and when they come under stress because of lack of training, they burnout (McWilliam, [<reflink idref="bib56" id="ref50">56</reflink>]).</p> <p> <emph>Legislation.</emph> Preschool teachers are needed to obey the different rules and regulations that run early intervention in Jordan, like the Disability Law No. 20 of 2017 and Early Intervention Standard Operational Procedures (SOPs) (UNICEF, [<reflink idref="bib79" id="ref51">79</reflink>]). However, teachers may make an effort with applying the legal mandates, fulfilling the accountability and documentation requirements, and balancing the rights of all parties, which can lead to potential burnout (McWilliam, [<reflink idref="bib56" id="ref52">56</reflink>]).</p> <p> <emph>Society.</emph> There are many social contexts that affect the work and outcomes of the preschool teachers (Nasiopoulou, [<reflink idref="bib57" id="ref53">57</reflink>]). However, teachers may burnout because they face hurdles in coping with social discrimination, advocating for children and their families, and approaching and utilizing social resources (Hannon & O'Donnell, [<reflink idref="bib35" id="ref54">35</reflink>]; McWilliam, [<reflink idref="bib56" id="ref55">56</reflink>]).</p> <p> <emph>Employees.</emph> Preschool teachers are just like the part of a multidisciplinary team that involves other professionals also, like social workers, psychologists, occupational therapists, and speech therapists (Sheppard & Moran, [<reflink idref="bib71" id="ref56">71</reflink>]). However, teachers may face different problems in adapting various expectations and roles, resolving conflicts, transforming resources and information, and coordinating their overall services which can potentially lead to their burnout (McWilliam, [<reflink idref="bib56" id="ref57">56</reflink>]).</p> <p> <emph>Family.</emph> Preschool teachers should maintain and develop positive collaborations and strong relations with families because they provide services to their children and take their primary decisions (Vuorinen, [<reflink idref="bib81" id="ref58">81</reflink>]). However, teachers may face many difficulties in involving the families in this intervention, addressing their concerns and needs, respecting their linguistic and cultural diversity, and mainly communicating with them (Herrera et al., [<reflink idref="bib39" id="ref59">39</reflink>]).</p> <p>So, burnout in preschool teachers is the major and serious problem that not only affects the personalities of teachers themselves, but also the children and their families. Therefore, it is very important to recognize and address the reasons for difficulty and stress in teachers and to provide those necessary resources and support to handle burnout.</p> <hd id="AN0180733923-6">Early intervention and gender</hd> <p>The composition of early intervention programs can vary in terms of gender distribution, influenced by cultural norms, regional practices, and program dynamics. The involvement of male and female employees in these programs may differ, impacting the overall gender representation among employees. It is important to consider the perspectives and experiences of both genders to ensure a diverse and inclusive approach in early intervention services. By understanding the potential differences and similarities in perspectives, challenges, and strengths based on gender, early intervention programs can be more effectively designed and implemented to cater to the diverse needs of children with disabilities and their families. Such insights can contribute to the development of comprehensive and equitable early intervention services (Anderson, [<reflink idref="bib11" id="ref60">11</reflink>]).</p> <p>In early childhood education and care, female dominate male worldwide (Koch & Farquhar, [<reflink idref="bib51" id="ref61">51</reflink>]). In the previous years, males have comprised only 4% of early childhood education teachers in Sweden (Heikkilä & Hellman, [<reflink idref="bib38" id="ref62">38</reflink>]), 3% in England (Brownhill, [<reflink idref="bib21" id="ref63">21</reflink>]), 2.5% in United States (Zhang, [<reflink idref="bib84" id="ref64">84</reflink>]), 2.2% in New Zealand (Koch & Farquhar, [<reflink idref="bib51" id="ref65">51</reflink>]), and less than 1% in Jordan (Ahmad et al., [<reflink idref="bib4" id="ref66">4</reflink>]), with the global average hovering around 3% (Indicators, [<reflink idref="bib41" id="ref67">41</reflink>]). Norway, Denmark, and Turkey are the only countries where males account for 5% or more of all such teachers (Peeters et al., [<reflink idref="bib63" id="ref68">63</reflink>]). Further, several studies indicated that compared to their female counterparts, male preschool instructors conducted more physical activities in early childhood education (Rentzou & Ziganitidou, [<reflink idref="bib65" id="ref69">65</reflink>]; Vandenbroeck & Peeters, [<reflink idref="bib80" id="ref70">80</reflink>]).</p> <hd id="AN0180733923-7">Early intervention and academic qualifications</hd> <p>The quality of childcare programs varies significantly, according to studies conducted over the past ten years, especially for those programs covered by state childcare legislation where requirements are more erratic and frequently extremely poor (Barnett & Ackerman, [<reflink idref="bib14" id="ref71">14</reflink>]). Additionally, statistics reveal that the early childhood education sector has historically poor pay and high turnover, as well as lower educational levels than those that many experts advocate (Brandon & Martinez-Beck, [<reflink idref="bib18" id="ref72">18</reflink>]; Kagan et al., [<reflink idref="bib48" id="ref73">48</reflink>]). Making sure that staff members have the knowledge and abilities needed to successfully assist the development of children with special needs is important since academic qualifications play a significant role in early intervention programs (Bricker et al., [<reflink idref="bib19" id="ref74">19</reflink>]). These qualifications encompass a range of disciplines, including psychology, education, therapy, and healthcare (Arroyo‐Bote et al<emph>.</emph>, [<reflink idref="bib12" id="ref75">12</reflink>]). Through their academic training, early intervention employees acquire the expertise required to address the specific challenges faced by children with disabilities. They learn about assessment and diagnosis methods, therapeutic techniques, and how to develop and implement early intervention programs. Strong academic qualifications equip employees with the tools to facilitate children (Thorpe et al., [<reflink idref="bib75" id="ref76">75</reflink>]).</p> <hd id="AN0180733923-8">Early intervention and years of experience</hd> <p>The quality and efficacy of early intervention programs are significantly influenced by early intervention and years of experience (Gibbs, [<reflink idref="bib29" id="ref77">29</reflink>]). The outcomes for children with disabilities and their families can be significantly impacted by the amount of expertise of the experts working in these programs (Retamal-Walter et al., [<reflink idref="bib66" id="ref78">66</reflink>]). Professionals with more years of experience in the field of early intervention often possess a deeper understanding of child development, disabilities, and evidence-based practices (Uchitel et al., [<reflink idref="bib77" id="ref79">77</reflink>]). Their accumulated knowledge and expertise allow them to make informed decisions and tailor interventions to meet the unique needs of each child. With years of experience, professionals can better anticipate challenges, develop effective strategies, and adapt interventions based on the evolving needs of the child (Inkilä et al., [<reflink idref="bib42" id="ref80">42</reflink>]).</p> <p>However, it is important to note that while years of experience can be valuable, ongoing professional development and staying updated with current research and best practices are equally crucial. The field of early intervention is dynamic, and new knowledge and approaches continuously emerge. Therefore, professionals should strive for a balance between experience and ongoing learning to ensure they provide the best possible support to children with disabilities and their families.</p> <hd id="AN0180733923-9">Theoretical framework</hd> <p>The theoretical framework used in this research is based on a number of beliefs and ideas about early intervention and the difficulties it faces. The ecological systems theory of Bronfenbrenner offers a framework for comprehending how people interact with their surroundings and emphasizes the impact of many systems, including family, community, and society, on early intervention programs (Hayes et al., [<reflink idref="bib36" id="ref81">36</reflink>]). This paradigm emphasizes how crucial it is to take into account the social, cultural, and contextual aspects that affect how these programs are implemented and how effective they are (Guy-Evans, [<reflink idref="bib33" id="ref82">33</reflink>]).</p> <p>According to Jennings and Greenberg's prosocial classroom model, a teacher's social and emotional competency (SEC) is one of the most significant aspects of the classroom environment. In this context, the instructors' SEC is thought to be important for strong teacher–student relationships, classroom environment, and the effectiveness of SEL initiatives (Jennings & Greenberg, [<reflink idref="bib44" id="ref83">44</reflink>]). The requirement of social and emotional support for the instructors who instruct the children in early intervention programs is another important problem in early intervention. Jennings et al. ([<reflink idref="bib45" id="ref84">45</reflink>]) described that instructors socially and emotionally create their own emotional selves in addition to the social and emotional construction of their students, which can have detrimental consequences for instructors who may get exhausted and less effective in the classroom. A mindfulness and stress reduction program for educators can address these issues and help them improve their SEC. Establishing a multifaceted support structure is also necessary to comprehend the impact of race, ethnicity, and family participation on the health of teachers.</p> <p>Additionally, by highlighting the importance of social interactions and cultural effects on children's learning and development, Vygotsky's socio-cultural theory adds to our knowledge of early intervention (Topçiu & Myftiu, [<reflink idref="bib76" id="ref85">76</reflink>]). In order to help children with disabilities, this viewpoint emphasizes the importance of cooperative partnerships between families, professionals, and the larger community (Hedges, [<reflink idref="bib37" id="ref86">37</reflink>]; Topçiu & Myftiu, [<reflink idref="bib76" id="ref87">76</reflink>]). It emphasizes that cultural restrictions and attitudes as well as individual characteristics also play a role in the development of disability. This study uses a social model lens to identify the problems early intervention programs encounter and how to solve them in a larger social and systemic context.</p> <hd id="AN0180733923-10">Rationale of the study</hd> <p>The purpose of this study was to identify the stressors and difficulties in early intervention programs in Jordan from the employee's perspective. While it is widely acknowledged that early intervention is essential for children with disabilities, there is little study concentrating on the viewpoint of employees and the particular difficulties they face. This study aims to better early intervention programs and eventually improve outcomes for children with disabilities and their families by examining these difficulties.</p> <p>Understanding the difficulties early intervention programs encounter can help guide suggestions for policies and practices, resulting in more efficient and inclusive services. The results of this research may be used to build focused interventions, chances for professional growth, and resource allocation plans to handle the problems that have been discovered. Additionally, this study promotes a collaborative approach to early intervention that appreciates the input of all stakeholders by highlighting the viewpoints of employees and acknowledging their knowledge and experiences.</p> <hd id="AN0180733923-11">Research questions</hd> <p>To address the gaps in knowledge regarding the challenges faced by early intervention programs in Jordan, this study aims to answer the following research questions:</p> <p></p> <ulist> <item> What are the problems and challenges that early intervention programs face from the perspective of employees?</item> <p></p> <item> Are there differences in the problems and challenges faced by early intervention programs due to employees' gender, academic qualification, and experience?</item> </ulist> <p>The study aims to offer a thorough knowledge of the difficulties unique to early intervention programs in Jordan by examining these research issues.</p> <hd id="AN0180733923-12">Methods</hd> <p></p> <hd id="AN0180733923-13">Study design</hd> <p>We conducted a questionnaire-based study to determine the challenges and difficulties on the early intervention programs in Jordan. The study team tasked special education supervisors employed by each governorate of education in Jordan with gathering information from the target workforce. There are 12 governorates in the Jordan: Amman, Al-Balqa, Al-Zarqa, Madaba, Irbid, Jarash, Ajloun, Mafraq, Ma'an, Al-Tafilah, Aqaba, and Al-Karak. Each governorate has two or three special education supervisors, each of whom is responsible for supervising the specialists in 4–6 early intervention centers. The "specialists" in the context of early intervention centers in Jordan likely refers to professionals who work directly with individuals with disabilities in these centers. The requirements to be considered a specialist and employed in an EI center in Jordan may vary, but they typically involve education, training, and professional experience in the field of special education and early intervention. Their main task here was to visit the centers in their respective zones and distribute the study questionnaires to the early intervention workers, asking them to complete and then return them to data collectors. The study's principal investigator met with ten supervisors (representing their local colleagues) to introduce them to the research project and to train them in data collection. The Ministry of Education (MoE) and Ministry of Social Development (MoSD) gave the primary investigator formal consent to speak with the supervisors and gather data from the centers sample. The principal investigator obtained the sample workers' consent to participate in the research after they had been informed about the project by the centers principal and before sending them the questionnaires. Some of the special education teachers in the centers supported the supervisors in collecting the data.</p> <hd id="AN0180733923-14">Study population and sampling</hd> <p>The study's questionnaire was sent to all workers (4000 employees) in special education centers and institutions that provide early intervention services for people with disabilities in Jordan. Early intervention centers typically serve young children, often from birth to around age 6 or 7. The researchers have used a purposive and a heterogeneous sampling technique. From the overall workers (4000 employees), the study participants were 350 employees working in Jordan's governmental and private special education canters. The study's participants voluntarily chose to respond to the questionnaires. Table 1 shows the participants' information according to the gender, age, years of experience, area of studying, area of living, and academic qualifications (Table 2).</p> <p>Table 1 Demographic characteristics of participants (<emph>N</emph> = 350)</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Variables</p></th><th align="left"><p>Sub-variable</p></th><th align="left"><p>Numbers</p></th><th align="left"><p>Percentage (%)</p></th></tr></thead><tbody><tr><td align="left" rowspan="2"><p>Specialists' gender</p></td><td align="left"><p>Males</p></td><td align="left"><p>123</p></td><td align="left"><p>35</p></td></tr><tr><td align="left"><p>Females</p></td><td align="left"><p>227</p></td><td align="left"><p>65</p></td></tr><tr><td align="left" rowspan="2"><p>Specialists' age</p></td><td align="left"><p>20–30</p></td><td align="left"><p>175</p></td><td align="left"><p>50</p></td></tr><tr><td align="left"><p>31–40</p><p>41–50</p><p>51–75</p></td><td align="left"><p>140</p><p>35</p><p>0</p></td><td align="left"><p>40</p><p>10</p><p>0</p></td></tr><tr><td align="left" rowspan="3"><p>Specialists' years of experience</p></td><td align="left"><p>1–5</p></td><td align="left"><p>85</p></td><td align="left"><p>24</p></td></tr><tr><td align="left"><p>6–9</p></td><td align="left"><p>100</p></td><td align="left"><p>29</p></td></tr><tr><td align="left"><p>More than 10</p></td><td align="left"><p>165</p></td><td align="left"><p>47</p></td></tr><tr><td align="left"><p>Specialists' area of studying</p></td><td align="left"><p>Special education</p><p>Physiotherapy</p><p>Occupational therapy</p><p>Speech and language Therapy</p><p>Nursing</p><p>Doctors</p></td><td align="left"><p>180</p><p>20</p><p>20</p><p>50</p><p>50</p><p>30</p></td><td align="left"><p>51</p><p>6</p><p>6</p><p>14</p><p>14</p><p>9</p></td></tr><tr><td align="left" rowspan="3"><p>Specialists' area of living</p></td><td align="left"><p>North</p></td><td align="left"><p>100</p></td><td align="left"><p>29</p></td></tr><tr><td align="left"><p>Central</p></td><td align="left"><p>200</p></td><td align="left"><p>57</p></td></tr><tr><td align="left"><p>South</p></td><td align="left"><p>50</p></td><td align="left"><p>14</p></td></tr><tr><td align="left" rowspan="3"><p>Academic qualifications</p></td><td align="left"><p>Diploma</p></td><td align="left"><p>30</p></td><td align="left"><p>9</p></td></tr><tr><td align="left"><p>Bachelor's degree</p></td><td align="left"><p>250</p></td><td align="left"><p>71</p></td></tr><tr><td align="left"><p>Higher education</p></td><td align="left"><p>70</p></td><td align="left"><p>20</p></td></tr></tbody></table> </ephtml> </p> <p>Table 2 Internal consistency of scale and its dimensions (<emph>N</emph> = 71)</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Sr. No</p></th><th align="left"><p>Dimension</p></th><th align="left"><p>Cronbach's alpha</p></th></tr></thead><tbody><tr><td align="left"><p>1</p></td><td align="left"><p>Family</p></td><td char="." align="char"><p>0.745</p></td></tr><tr><td align="left"><p>2</p></td><td align="left"><p>Employee</p></td><td char="." align="char"><p>0.909</p></td></tr><tr><td align="left"><p>3</p></td><td align="left"><p>Society</p></td><td char="." align="char"><p>0.965</p></td></tr><tr><td align="left"><p>4</p></td><td align="left"><p>Legislation</p></td><td char="." align="char"><p>0.921</p></td></tr><tr><td align="left"><p>5</p></td><td align="left"><p>Training</p></td><td char="." align="char"><p>0.951</p></td></tr><tr><td align="left"><p>6</p></td><td align="left"><p>Scale items combined</p></td><td char="." align="char"><p>0.974</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0180733923-15">Research design and data analysis</hd> <p>This research had an ex-post-facto design. The following statistical procedures were employed to analyses the data:</p> <p></p> <ulist> <item> Descriptive statistics, which involved calculating the means and standard deviations of participants' scores on the level of challenges and problems of early intervention scale.</item> <p></p> <item> The data were analyzed factor analysis with varimax method of rotation using SPSS, a t-test to assess the influence of gender and a 3-way ANOVA assess the influence of academic qualification, and years of experience on participants' ratings. These statistical procedures helped to determine if there were significant differences in how these factors related to the perceived challenges and problems in early intervention programs.</item> </ulist> <hd id="AN0180733923-16">Study instrument</hd> <p>The researchers developed a scale to measure the level of challenges and problems that face early Intervention programs in Jordan from employees' perspective. This scale was developed to measure five components of early intervention challenges and problems: family, employees, society, legislation, and training. Initially, 52 items were developed, and this was reduced to 45 items on review by the researchers. A second review by experts in the field reduced the number to 36 and the results of factor analysis led to a further reduction, yielding a final total of 32 items. The experts were eight faculty members and workers in special education and psychology programs in the Yarmouk University, the University of Jordan, the Hashemite University, and the Higher Council for the Rights of Persons with Disabilities. To get more accurate answers to the questions, the five-point Likert scale was used to gauge the participants' perspectives. The respondents were asked to mark a tick (✓) according to their level of agreement: 5—strongly agree, 4—agree, 3—neutral, 2—not agree, and 1—strongly disagree. On the other hand, the researchers verified the scale's reliability, and the results indicated high-reliability coefficients that justify the use of this scale. Test–retest reliability for the scale was examined on a sample of 37 special education teachers and the reliability coefficient was found to be 0.81.</p> <hd id="AN0180733923-17">Ethical consideration</hd> <p>One of the most important ethical considerations made throughout the research was to ensure that participants had the choice to participate in the study for which a dually signed informed consent was obtained. Additionally, authorization is also obtained from the principals, who are the centers' higher authority. Advisors assist the researchers in starting the recruiting process until the appropriate sample size was obtained. Participants might choose to fill out the questionnaire during the meeting or at home with their approval. The respondents received guarantees that their answers would be kept private and that any information they supplied would only be used for study.</p> <hd id="AN0180733923-18">Results</hd> <p>Table 3 shows that the value of Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy of the study's items was meritorious (0.821), showing the adequacy of the sample size for factor analysis. Moreover, correlations between items (shown by Bartlett's test of sphericity were sufficiently large enough (χ<sups>2</sups> = 24,522.247 and <emph>P</emph> = 0.000) for principal component analysis (PCA).</p> <p>Table 3 KMO and Bartlett's test</p> <p> <ephtml> <table frame="hsides" rules="groups"><tbody><tr><td align="left" colspan="2"><p>Kaiser–Meyer–Olkin measure of sampling adequacy</p></td><td align="left"><p>0.821</p></td></tr><tr><td align="left" rowspan="3"><p>Bartlett's test of sphericity</p></td><td align="left"><p>Approx. χ<sup>2</sup></p></td><td align="left"><p>24,522.247</p></td></tr><tr><td align="left"><p>Df</p></td><td align="left"><p>1378</p></td></tr><tr><td align="left"><p>Sig</p></td><td align="left"><p>0.000</p></td></tr></tbody></table> </ephtml> </p> <p>Table 4 shows that most items of the instrument used in the present study (e.g., F1 = 0.839, E4 = 0.833, S9 = 0.844) had high communalities, indicating that a substantial portion of their variance is captured by the extracted factors. However, a few items of the study's instrument had slightly lower communalities, (e.g., F8 = 0.631) suggesting they may not align as strongly with the factors.</p> <p>Table 4 Communalities</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Item no</p></th><th align="left"><p>Initial</p></th><th align="left"><p>Extraction</p></th><th align="left"><p>Item no</p></th><th align="left"><p>Initial</p></th><th align="left"><p>Extraction</p></th></tr></thead><tbody><tr><td align="left"><p>F1</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.839</p></td><td align="left"><p>L6</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.865</p></td></tr><tr><td align="left"><p>F2</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.797</p></td><td align="left"><p>L7</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.785</p></td></tr><tr><td align="left"><p>F3</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.807</p></td><td align="left"><p>L8</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.873</p></td></tr><tr><td align="left"><p>F4</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.788</p></td><td align="left"><p>L9</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.853</p></td></tr><tr><td align="left"><p>F5</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.801</p></td><td align="left"><p>L10</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.790</p></td></tr><tr><td align="left"><p>F6</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.704</p></td><td align="left"><p>E1</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.754</p></td></tr><tr><td align="left"><p>F7</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.656</p></td><td align="left"><p>E2</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.769</p></td></tr><tr><td align="left"><p>F8</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.631</p></td><td align="left"><p>E3</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.766</p></td></tr><tr><td align="left"><p>F9</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.699</p></td><td align="left"><p>E4</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.833</p></td></tr><tr><td align="left"><p>F10</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.760</p></td><td align="left"><p>E5</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.703</p></td></tr><tr><td align="left"><p>S1</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.774</p></td><td align="left"><p>E6</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.675</p></td></tr><tr><td align="left"><p>S2</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.710</p></td><td align="left"><p>E7</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.707</p></td></tr><tr><td align="left"><p>S3</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.819</p></td><td align="left"><p>E8</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.741</p></td></tr><tr><td align="left"><p>S4</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.806</p></td><td align="left"><p>E9</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.766</p></td></tr><tr><td align="left"><p>S5</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.823</p></td><td align="left"><p>E10</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.744</p></td></tr><tr><td align="left"><p>S6</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.827</p></td><td align="left"><p>T1</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.787</p></td></tr><tr><td align="left"><p>S7</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.787</p></td><td align="left"><p>T2</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.820</p></td></tr><tr><td align="left"><p>S8</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.835</p></td><td align="left"><p>T3</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.814</p></td></tr><tr><td align="left"><p>S9</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.844</p></td><td align="left"><p>T4</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.783</p></td></tr><tr><td align="left"><p>S10</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.795</p></td><td align="left"><p>T5</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.871</p></td></tr><tr><td align="left"><p>S11</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.854</p></td><td align="left"><p>T6</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.793</p></td></tr><tr><td align="left"><p>S12</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.786</p></td><td align="left"><p>T7</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.790</p></td></tr><tr><td align="left"><p>L1</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.664</p></td><td align="left"><p>T8</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.833</p></td></tr><tr><td align="left"><p>L2</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.728</p></td><td align="left"><p>T9</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.881</p></td></tr><tr><td align="left"><p>L3</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.880</p></td><td align="left"><p>T10</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.881</p></td></tr><tr><td align="left"><p>L4</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.753</p></td><td align="left"><p>T11</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.724</p></td></tr><tr><td align="left"><p>L5</p></td><td char="." align="char"><p>1.000</p></td><td char="." align="char"><p>0.819</p></td><td align="left" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <p>Table 5 shows that 10 components were extracted from the study items, accounting for 78.469% of the variation. This shows that these components, taken combined, account for a considerable portion of the data's variability. The first component explains the most variance (29.174%), with successive components explaining more decreasing percentages.</p> <p>Table 5 Total variance</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="2"><p>Component</p></th><th align="left" colspan="3"><p>Initial eigenvalues</p></th><th align="left" colspan="3"><p>Extraction sums of squared loadings</p></th><th align="left" colspan="3"><p>Rotation sums of squared loadings</p></th></tr><tr><th align="left"><p>Total</p></th><th align="left"><p>% of variance</p></th><th align="left"><p>Cumulative %</p></th><th align="left"><p>Total</p></th><th align="left"><p>% of variance</p></th><th align="left"><p>Cumulative %</p></th><th align="left"><p>Total</p></th><th align="left"><p>% of variance</p></th><th align="left"><p>Cumulative %</p></th></tr></thead><tbody><tr><td align="left"><p>1</p></td><td char="." align="char"><p>23.588</p></td><td char="." align="char"><p>44.506</p></td><td char="." align="char"><p>44.506</p></td><td char="." align="char"><p>23.588</p></td><td char="." align="char"><p>44.506</p></td><td char="." align="char"><p>44.506</p></td><td char="." align="char"><p>15.462</p></td><td char="." align="char"><p>29.174</p></td><td char="." align="char"><p>29.174</p></td></tr><tr><td align="left"><p>2</p></td><td char="." align="char"><p>5.272</p></td><td char="." align="char"><p>9.948</p></td><td char="." align="char"><p>54.453</p></td><td char="." align="char"><p>5.272</p></td><td char="." align="char"><p>9.948</p></td><td char="." align="char"><p>54.453</p></td><td char="." align="char"><p>8.699</p></td><td char="." align="char"><p>16.413</p></td><td char="." align="char"><p>45.587</p></td></tr><tr><td align="left"><p>3</p></td><td char="." align="char"><p>2.605</p></td><td char="." align="char"><p>4.914</p></td><td char="." align="char"><p>59.368</p></td><td char="." align="char"><p>2.605</p></td><td char="." align="char"><p>4.914</p></td><td char="." align="char"><p>59.368</p></td><td char="." align="char"><p>3.616</p></td><td char="." align="char"><p>6.822</p></td><td char="." align="char"><p>52.409</p></td></tr><tr><td align="left"><p>4</p></td><td char="." align="char"><p>2.200</p></td><td char="." align="char"><p>4.151</p></td><td char="." align="char"><p>63.519</p></td><td char="." align="char"><p>2.200</p></td><td char="." align="char"><p>4.151</p></td><td char="." align="char"><p>63.519</p></td><td char="." align="char"><p>2.901</p></td><td char="." align="char"><p>5.473</p></td><td char="." align="char"><p>57.882</p></td></tr><tr><td align="left"><p>5</p></td><td char="." align="char"><p>1.797</p></td><td char="." align="char"><p>3.390</p></td><td char="." align="char"><p>66.909</p></td><td char="." align="char"><p>1.797</p></td><td char="." align="char"><p>3.390</p></td><td char="." align="char"><p>66.909</p></td><td char="." align="char"><p>2.116</p></td><td char="." align="char"><p>3.992</p></td><td char="." align="char"><p>61.874</p></td></tr><tr><td align="left"><p>6</p></td><td char="." align="char"><p>1.466</p></td><td char="." align="char"><p>2.766</p></td><td char="." align="char"><p>69.674</p></td><td char="." align="char"><p>1.466</p></td><td char="." align="char"><p>2.766</p></td><td char="." align="char"><p>69.674</p></td><td char="." align="char"><p>2.068</p></td><td char="." align="char"><p>3.901</p></td><td char="." align="char"><p>65.775</p></td></tr><tr><td align="left"><p>7</p></td><td char="." align="char"><p>1.321</p></td><td char="." align="char"><p>2.492</p></td><td char="." align="char"><p>72.166</p></td><td char="." align="char"><p>1.321</p></td><td char="." align="char"><p>2.492</p></td><td char="." align="char"><p>72.166</p></td><td char="." align="char"><p>2.057</p></td><td char="." align="char"><p>3.881</p></td><td char="." align="char"><p>69.657</p></td></tr><tr><td align="left"><p>8</p></td><td char="." align="char"><p>1.172</p></td><td char="." align="char"><p>2.212</p></td><td char="." align="char"><p>74.378</p></td><td char="." align="char"><p>1.172</p></td><td char="." align="char"><p>2.212</p></td><td char="." align="char"><p>74.378</p></td><td char="." align="char"><p>1.734</p></td><td char="." align="char"><p>3.272</p></td><td char="." align="char"><p>72.929</p></td></tr><tr><td align="left"><p>9</p></td><td char="." align="char"><p>1.148</p></td><td char="." align="char"><p>2.165</p></td><td char="." align="char"><p>76.544</p></td><td char="." align="char"><p>1.148</p></td><td char="." align="char"><p>2.165</p></td><td char="." align="char"><p>76.544</p></td><td char="." align="char"><p>1.668</p></td><td char="." align="char"><p>3.146</p></td><td char="." align="char"><p>76.075</p></td></tr><tr><td align="left"><p>10</p></td><td char="." align="char"><p>1.021</p></td><td char="." align="char"><p>1.926</p></td><td char="." align="char"><p>78.469</p></td><td char="." align="char"><p>1.021</p></td><td char="." align="char"><p>1.926</p></td><td char="." align="char"><p>78.469</p></td><td char="." align="char"><p>1.269</p></td><td char="." align="char"><p>2.394</p></td><td char="." align="char"><p>78.469</p></td></tr><tr><td align="left"><p>11</p></td><td char="." align="char"><p>0.939</p></td><td char="." align="char"><p>1.772</p></td><td char="." align="char"><p>80.242</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>12</p></td><td char="." align="char"><p>0.873</p></td><td char="." align="char"><p>1.646</p></td><td char="." align="char"><p>81.888</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>13</p></td><td char="." align="char"><p>0.763</p></td><td char="." align="char"><p>1.440</p></td><td char="." align="char"><p>83.328</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>14</p></td><td char="." align="char"><p>0.729</p></td><td char="." align="char"><p>1.375</p></td><td char="." align="char"><p>84.702</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>15</p></td><td char="." align="char"><p>0.684</p></td><td char="." align="char"><p>1.290</p></td><td char="." align="char"><p>85.992</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>16</p></td><td char="." align="char"><p>0.642</p></td><td char="." align="char"><p>1.211</p></td><td char="." align="char"><p>87.203</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>17</p></td><td char="." align="char"><p>0.562</p></td><td char="." align="char"><p>1.060</p></td><td char="." align="char"><p>88.263</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>18</p></td><td char="." align="char"><p>0.506</p></td><td char="." align="char"><p>0.955</p></td><td char="." align="char"><p>89.218</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>19</p></td><td char="." align="char"><p>0.437</p></td><td char="." align="char"><p>0.824</p></td><td char="." align="char"><p>90.042</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>20</p></td><td char="." align="char"><p>0.421</p></td><td char="." align="char"><p>0.793</p></td><td char="." align="char"><p>90.836</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>21</p></td><td char="." align="char"><p>0.419</p></td><td char="." align="char"><p>0.790</p></td><td char="." align="char"><p>91.625</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>22</p></td><td char="." align="char"><p>0.378</p></td><td char="." align="char"><p>0.713</p></td><td char="." align="char"><p>92.338</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>23</p></td><td char="." align="char"><p>0.364</p></td><td char="." align="char"><p>0.687</p></td><td char="." align="char"><p>93.025</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>24</p></td><td char="." align="char"><p>0.343</p></td><td char="." align="char"><p>0.648</p></td><td char="." align="char"><p>93.673</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>25</p></td><td char="." align="char"><p>0.337</p></td><td char="." align="char"><p>0.635</p></td><td char="." align="char"><p>94.309</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>26</p></td><td char="." align="char"><p>0.292</p></td><td char="." align="char"><p>0.551</p></td><td char="." align="char"><p>94.860</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>27</p></td><td char="." align="char"><p>0.246</p></td><td char="." align="char"><p>0.463</p></td><td char="." align="char"><p>95.323</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>28</p></td><td char="." align="char"><p>0.235</p></td><td char="." align="char"><p>0.444</p></td><td char="." align="char"><p>95.767</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>29</p></td><td char="." align="char"><p>0.217</p></td><td char="." align="char"><p>0.409</p></td><td char="." align="char"><p>96.176</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>30</p></td><td char="." align="char"><p>0.206</p></td><td char="." align="char"><p>0.388</p></td><td char="." align="char"><p>96.564</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>31</p></td><td char="." align="char"><p>0.193</p></td><td char="." align="char"><p>0.365</p></td><td char="." align="char"><p>96.929</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>32</p></td><td char="." align="char"><p>0.175</p></td><td char="." align="char"><p>0.331</p></td><td char="." align="char"><p>97.260</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>33</p></td><td char="." align="char"><p>0.161</p></td><td char="." align="char"><p>0.305</p></td><td char="." align="char"><p>97.564</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>34</p></td><td char="." align="char"><p>0.145</p></td><td char="." align="char"><p>0.274</p></td><td char="." align="char"><p>97.838</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>35</p></td><td char="." align="char"><p>0.141</p></td><td char="." align="char"><p>0.266</p></td><td char="." align="char"><p>98.104</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>36</p></td><td char="." align="char"><p>0.129</p></td><td char="." align="char"><p>0.243</p></td><td char="." align="char"><p>98.347</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>37</p></td><td char="." align="char"><p>0.111</p></td><td char="." align="char"><p>0.210</p></td><td char="." align="char"><p>98.557</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>38</p></td><td char="." align="char"><p>0.101</p></td><td char="." align="char"><p>0.190</p></td><td char="." align="char"><p>98.747</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>39</p></td><td char="." align="char"><p>0.093</p></td><td char="." align="char"><p>0.175</p></td><td char="." align="char"><p>98.922</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>40</p></td><td char="." align="char"><p>0.085</p></td><td char="." align="char"><p>0.160</p></td><td char="." align="char"><p>99.081</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>41</p></td><td char="." align="char"><p>0.072</p></td><td char="." align="char"><p>0.136</p></td><td char="." align="char"><p>99.218</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>42</p></td><td char="." align="char"><p>0.068</p></td><td char="." align="char"><p>0.128</p></td><td char="." align="char"><p>99.346</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>43</p></td><td char="." align="char"><p>0.057</p></td><td char="." align="char"><p>0.108</p></td><td char="." align="char"><p>99.454</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>44</p></td><td char="." align="char"><p>0.052</p></td><td char="." align="char"><p>0.098</p></td><td char="." align="char"><p>99.552</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>45</p></td><td char="." align="char"><p>0.046</p></td><td char="." align="char"><p>0.088</p></td><td char="." align="char"><p>99.639</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>46</p></td><td char="." align="char"><p>0.038</p></td><td char="." align="char"><p>0.072</p></td><td char="." align="char"><p>99.711</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>47</p></td><td char="." align="char"><p>0.034</p></td><td char="." align="char"><p>0.065</p></td><td char="." align="char"><p>99.776</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>48</p></td><td char="." align="char"><p>0.031</p></td><td char="." align="char"><p>0.059</p></td><td char="." align="char"><p>99.834</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>49</p></td><td char="." align="char"><p>0.027</p></td><td char="." align="char"><p>0.050</p></td><td char="." align="char"><p>99.885</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>50</p></td><td char="." align="char"><p>0.022</p></td><td char="." align="char"><p>0.042</p></td><td char="." align="char"><p>99.926</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>51</p></td><td char="." align="char"><p>0.016</p></td><td char="." align="char"><p>0.031</p></td><td char="." align="char"><p>99.958</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>52</p></td><td char="." align="char"><p>0.013</p></td><td char="." align="char"><p>0.024</p></td><td char="." align="char"><p>99.982</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>53</p></td><td char="." align="char"><p>0.010</p></td><td char="." align="char"><p>0.018</p></td><td char="." align="char"><p>100.000</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <p>Table 6 shows the rotated component matrix of the study items which describes that items in the subscale family (F1–F10) generally loaded on multiple factors, but particularly on the fourth component, indicating that family-related items share common underlying dimensions with other subscales. Items related to subscale employee (E1–E10) also loaded on multiple components, indicating a diverse set of underlying factors influencing employee-related items. Subscale society-related items show strong loadings, especially on the first component, indicating a well-defined underlying factor. Subscale legislation items show a more dispersed pattern of loadings, indicating that they may relate to multiple components. Items under subscale training showed strong loadings on a single component, suggesting a well-defined construct.</p> <p>Table 6 Rotated component matrix of the study items made using varimax rotation method with Kaiser normalization</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="2"><p>Item</p></th><th align="left" colspan="10"><p>Component</p></th></tr><tr><th align="left"><p>1</p></th><th align="left"><p>2</p></th><th align="left"><p>3</p></th><th align="left"><p>4</p></th><th align="left"><p>5</p></th><th align="left"><p>6</p></th><th align="left"><p>7</p></th><th align="left"><p>8</p></th><th align="left"><p>9</p></th><th align="left"><p>10</p></th></tr></thead><tbody><tr><td align="left"><p>F1</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.812</p></td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F2</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.740</p></td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F3</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.791</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F4</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.794</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F5</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.813</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F6</p></td><td align="left" /><td align="left" /><td align="left"><p>0.664</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F7</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.683</p></td><td align="left" /></tr><tr><td align="left"><p>F8</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.600</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F9</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.477</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>F10</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.464</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E1</p></td><td align="left" /><td align="left" /><td align="left"><p>0.574</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E2</p></td><td align="left" /><td align="left" /><td align="left"><p>0.604</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E3</p></td><td align="left" /><td align="left" /><td align="left"><p>0.565</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E4</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.736</p></td><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E5</p></td><td align="left"><p>0.573</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E6</p></td><td align="left"><p>0.624</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E7</p></td><td align="left"><p>0.634</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E8</p></td><td align="left"><p>0.690</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E9</p></td><td align="left"><p>0.666</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>E10</p></td><td align="left"><p>0.670</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S1</p></td><td align="left"><p>0.641</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S2</p></td><td align="left"><p>0.721</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S3</p></td><td align="left"><p>0.800</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S4</p></td><td align="left"><p>0.790</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S5</p></td><td align="left"><p>0.800</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S6</p></td><td align="left"><p>0.771</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S7</p></td><td align="left"><p>0.853</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S8</p></td><td align="left"><p>0.880</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S9</p></td><td align="left"><p>0.877</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S10</p></td><td align="left"><p>0.837</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S11</p></td><td align="left"><p>0.917</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>S12</p></td><td align="left"><p>0.787</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L1</p></td><td align="left" /><td align="left"><p>0.597</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L2</p></td><td align="left" /><td align="left"><p>0.522</p></td><td align="left"><p>0.570</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L3</p></td><td align="left" /><td align="left"><p>0.704</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L4</p></td><td align="left" /><td align="left"><p>0.721</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L5</p></td><td align="left" /><td align="left"><p>0.811</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L6</p></td><td align="left" /><td align="left"><p>0.887</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L7</p></td><td align="left" /><td align="left"><p>0.807</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L8</p></td><td align="left" /><td align="left"><p>0.772</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L9</p></td><td align="left" /><td align="left"><p>0.576</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>L10</p></td><td align="left" /><td align="left"><p>0.474</p></td><td align="left" /><td align="left" /><td align="left"><p>0.610</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T1</p></td><td align="left" /><td align="left"><p>0.657</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T2</p></td><td align="left" /><td align="left"><p>0.591</p></td><td align="left" /><td align="left" /><td align="left"><p>0.525</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T3</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left"><p>0.648</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T4</p></td><td align="left"><p>0.547</p></td><td align="left"><p>0.463</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T5</p></td><td align="left"><p>0.485</p></td><td align="left"><p>0.682</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T6</p></td><td align="left"><p>0.557</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T7</p></td><td align="left"><p>0.597</p></td><td align="left"><p>0.497</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T8</p></td><td align="left"><p>0.652</p></td><td align="left"><p>0.494</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T9</p></td><td align="left"><p>0.699</p></td><td align="left"><p>0.451</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T10</p></td><td align="left"><p>0.691</p></td><td align="left"><p>0.518</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>T11</p></td><td align="left"><p>0.668</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr></tbody></table> </ephtml> </p> <p>Rotation converged in 12 iterations</p> <p>The study results showed that employees working in early intervention programs at special education centers in Jordan believed that they generally face moderate problems and challenges, as shown in Table 7. The Likert scale ≤ 2.34 was considered to have "low" levels of challenge, while scale from 2.35 to 3.5 was categorized as having "moderate" levels of challenge. They reported a moderate challenge for lack of interactive cooperation or communication between employees with a mean score of 3.42 (SD = 1.16) followed by item (<reflink idref="bib31" id="ref88">31</reflink>) with a mean of score of 3.36 (SD = 1.17) for "Limited flexibility to modify the program due to management control" and a and minimum score of 2.12 (SD = 0.89) for item (<reflink idref="bib1" id="ref89">1</reflink>) "Lack of knowledge and skills that parents have about parenting,". There were (<reflink idref="bib24" id="ref90">24</reflink>) items that referred to moderate problems and challenges, and (<reflink idref="bib8" id="ref91">8</reflink>) items indicated a low level of challenges. The overall mean on the scale was 2.63 (SD = 0.62).</p> <p>Table 7 The level of problems and challenges faced by employees</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Rank</p></th><th align="left"><p>No</p></th><th align="left"><p>Item</p></th><th align="left"><p>M</p></th><th align="left"><p>SD</p></th><th align="left"><p>Level</p></th></tr></thead><tbody><tr><td align="left"><p>1</p></td><td align="left"><p>28</p></td><td align="left"><p>Lack of interactive cooperation or communication between employees</p></td><td char="." align="char"><p>3.42</p></td><td char="." align="char"><p>1.19</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>2</p></td><td align="left"><p>31</p></td><td align="left"><p>Limited flexibility to modify the program due to management control</p></td><td char="." align="char"><p>3.36</p></td><td char="." align="char"><p>1.17</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>3</p></td><td align="left"><p>29</p></td><td align="left"><p>Limited planning and class preparation time</p></td><td char="." align="char"><p>3.29</p></td><td char="." align="char"><p>1.19</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>4</p></td><td align="left"><p>8</p></td><td align="left"><p>Lack of qualified teachers who meet the needs of children</p></td><td char="." align="char"><p>3.14</p></td><td char="." align="char"><p>3.66</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>5</p></td><td align="left"><p>27</p></td><td align="left"><p>Lack of information available on children with special needs in the classroom</p></td><td char="." align="char"><p>3.10</p></td><td char="." align="char"><p>1.15</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>6</p></td><td align="left"><p>14</p></td><td align="left"><p>A large number of students in the class</p></td><td char="." align="char"><p>3.06</p></td><td char="." align="char"><p>1.36</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>7</p></td><td align="left"><p>30</p></td><td align="left"><p>Poor parent–teacher communication</p></td><td char="." align="char"><p>3.04</p></td><td char="." align="char"><p>1.19</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>8</p></td><td align="left"><p>3</p></td><td align="left"><p>Lack of availability of specialized service providers (occupational therapy, physiotherapy, speech therapy)</p></td><td char="." align="char"><p>3.03</p></td><td char="." align="char"><p>1.29</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>8</p></td><td align="left"><p>20</p></td><td align="left"><p>Inadequate evaluation, procedures for young children</p></td><td char="." align="char"><p>2.94</p></td><td char="." align="char"><p>1.116</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>10</p></td><td align="left"><p>32</p></td><td align="left"><p>Individual educational plan meetings are held only at times that suit staff time</p></td><td char="." align="char"><p>2.90</p></td><td char="." align="char"><p>1.15</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>11</p></td><td align="left"><p>17</p></td><td align="left"><p>Unavailability of assistant teachers with knowledge and experience in early intervention fields</p></td><td char="." align="char"><p>2.88</p></td><td char="." align="char"><p>1.16</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>12</p></td><td align="left"><p>26</p></td><td align="left"><p>Poor support for class teachers from program supervisors</p></td><td char="." align="char"><p>2.79</p></td><td char="." align="char"><p>1.25</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>13</p></td><td align="left"><p>24</p></td><td align="left"><p>The teaching staff has changed dramatically every year</p></td><td char="." align="char"><p>2.71</p></td><td char="." align="char"><p>1.27</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>14</p></td><td align="left"><p>25</p></td><td align="left"><p>Poor understanding of standards, processes, and professional language among institutions providing services to children</p></td><td char="." align="char"><p>2.69</p></td><td char="." align="char"><p>1.06</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>15</p></td><td align="left"><p>19</p></td><td align="left"><p>There are many different exceptions in a single class</p></td><td char="." align="char"><p>2.69</p></td><td char="." align="char"><p>1.00</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>16</p></td><td align="left"><p>16</p></td><td align="left"><p>Lack of integration programs for preschool children</p></td><td char="." align="char"><p>2.43</p></td><td char="." align="char"><p>1.09</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>17</p></td><td align="left"><p>11</p></td><td align="left"><p>Unavailability of training and professional development programs for workers in early intervention programs</p></td><td char="." align="char"><p>2.42</p></td><td char="." align="char"><p>1.12</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>18</p></td><td align="left"><p>13</p></td><td align="left"><p>Lack of parental involvement in the child's education and in meeting his medical needs</p></td><td char="." align="char"><p>2.42</p></td><td char="." align="char"><p>1.09</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>19</p></td><td align="left"><p>5</p></td><td align="left"><p>Lack of adequate and available financial resources for facilities</p></td><td char="." align="char"><p>2.40</p></td><td char="." align="char"><p>1.07</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>20</p></td><td align="left"><p>23</p></td><td align="left"><p>Limited ability to early detection of children from birth to 3 years old</p></td><td char="." align="char"><p>2.40</p></td><td char="." align="char"><p>1.04</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>21</p></td><td align="left"><p>22</p></td><td align="left"><p>Different standards, instructions, and models used by early intervention institutions</p></td><td char="." align="char"><p>2.39</p></td><td char="." align="char"><p>1.03</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>22</p></td><td align="left"><p>4</p></td><td align="left"><p>Lack of financial resources needed to provide the necessary materials, tools, and equipment for the program</p></td><td char="." align="char"><p>2.39</p></td><td char="." align="char"><p>1.21</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>23</p></td><td align="left"><p>2</p></td><td align="left"><p>Lack of a positive and balanced family environment</p></td><td char="." align="char"><p>2.35</p></td><td char="." align="char"><p>0.87</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>24</p></td><td align="left"><p>10</p></td><td align="left"><p>The inability to assign teacher assistants to the programs due to lack of financial allocations</p></td><td char="." align="char"><p>2.35</p></td><td char="." align="char"><p>1.05</p></td><td align="left"><p>Moderate</p></td></tr><tr><td align="left"><p>25</p></td><td align="left"><p>7</p></td><td align="left"><p>Children do not possess pre-learning skills</p></td><td char="." align="char"><p>2.32</p></td><td char="." align="char"><p>1.02</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>26</p></td><td align="left"><p>21</p></td><td align="left"><p>Lack of sufficient and available financial resources to hire more teachers and specialists</p></td><td char="." align="char"><p>2.30</p></td><td char="." align="char"><p>1.17</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>27</p></td><td align="left"><p>15</p></td><td align="left"><p>The family faces economic burdens that limit participation in the child's educational program</p></td><td char="." align="char"><p>2.23</p></td><td char="." align="char"><p>1.01</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>28</p></td><td align="left"><p>12</p></td><td align="left"><p>Low level of family participation in attending meetings and medical appointments</p></td><td char="." align="char"><p>2.23</p></td><td char="." align="char"><p>1.05</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>29</p></td><td align="left"><p>9</p></td><td align="left"><p>Weak financial allocations necessary to implement and provide the requirements of early intervention programs</p></td><td char="." align="char"><p>2.21</p></td><td char="." align="char"><p>0.94</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>30</p></td><td align="left"><p>18</p></td><td align="left"><p>Poor parent/family knowledge of children's rights and programs</p></td><td char="." align="char"><p>2.19</p></td><td char="." align="char"><p>1.01</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>31</p></td><td align="left"><p>6</p></td><td align="left"><p>Low level of parental participation in children's education</p></td><td char="." align="char"><p>2.19</p></td><td char="." align="char"><p>1.06</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left"><p>32</p></td><td align="left"><p>1</p></td><td align="left"><p>Lack of knowledge and skills that parents have about parenting</p></td><td char="." align="char"><p>2.12</p></td><td char="." align="char"><p>0.89</p></td><td align="left"><p>Low</p></td></tr><tr><td align="left" colspan="3"><p>Total</p></td><td char="." align="char"><p>2.63</p></td><td char="." align="char"><p>0.62</p></td><td align="left"><p>Moderate</p></td></tr></tbody></table> </ephtml> </p> <p>To determine the effect of employees' gender, academic qualification, and experience on the problems and challenges faced by early intervention programs, the researchers calculated the means and standard deviation of the scale items shown in Table 8. The male and female showed a mean score of 2.78 (SD = 0.63) and 2.64 (SD = 0.63), respectively. The results of academic qualification showed diploma, bachelor's degree, and Higher education groups with a mean score of 2.66 (SD = 0.45), 2.63 (SD = 0.71), and 2.64 (SD = 0.63), respectively. Whereas, the employees with working experience less than five years showed a mean score of 2.68 (SD = 0.65), working experience 6–9 years showed a mean score of 2.42 (SD = 0.49) and working experience more than 10 years showed a mean score of 2.62 (SD = 0.60).</p> <p>Table 8 Means and standard deviations as attributed to employees' gender, academic qualification, and experience</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" colspan="2"><p>Variable</p></th><th align="left"><p>Mean</p></th><th align="left"><p>SD</p></th></tr></thead><tbody><tr><td align="left" rowspan="2"><p>Gender</p></td><td align="left"><p>Male</p></td><td char="." align="char"><p>2.78</p></td><td char="." align="char"><p>0.63</p></td></tr><tr><td align="left"><p>Female</p></td><td char="." align="char"><p>2.64</p></td><td char="." align="char"><p>0.63</p></td></tr><tr><td align="left" rowspan="3"><p>Academic qualification</p></td><td align="left"><p>Diploma</p></td><td char="." align="char"><p>2.66</p></td><td char="." align="char"><p>0.45</p></td></tr><tr><td align="left"><p>Bachelor's degree</p></td><td char="." align="char"><p>2.63</p></td><td char="." align="char"><p>0.71</p></td></tr><tr><td align="left"><p>Higher education</p></td><td char="." align="char"><p>2.64</p></td><td char="." align="char"><p>0.63</p></td></tr><tr><td align="left" rowspan="3"><p>Experience</p></td><td align="left"><p>Less than 5 years</p></td><td char="." align="char"><p>2.68</p></td><td char="." align="char"><p>0.65</p></td></tr><tr><td align="left"><p>6–9 years</p></td><td char="." align="char"><p>2.45</p></td><td char="." align="char"><p>0.49</p></td></tr><tr><td align="left"><p>More than 10 years</p></td><td char="." align="char"><p>2.62</p></td><td char="." align="char"><p>0.60</p></td></tr><tr><td align="left" colspan="2"><p>Total</p></td><td char="." align="char"><p>2.63</p></td><td char="." align="char"><p>0.59</p></td></tr></tbody></table> </ephtml> </p> <p>Table 9 shows no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees' gender (<emph>P</emph> = 0.864), academic qualification (<emph>P</emph> = 0.612), and experience (<emph>P</emph> = 0.421).</p> <p>Table 9 The result of the t-test for gender and 3-way ANOVA for the employees' academic qualification and experience</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Source of variance</p></th><th align="left"><p>Total squares</p></th><th align="left"><p>Df</p></th><th align="left"><p>Average squares</p></th><th align="left"><p>t/F</p></th><th align="left"><p>Sig</p></th></tr></thead><tbody><tr><td align="left"><p>Gender</p></td><td char="." align="char"><p>0.012</p></td><td align="left"><p>1</p></td><td char="." align="char"><p>0.012</p></td><td char="." align="char"><p>0.029</p></td><td char="." align="char"><p>0.864</p></td></tr><tr><td align="left"><p>Qualification</p></td><td char="." align="char"><p>0.107</p></td><td align="left"><p>2</p></td><td char="." align="char"><p>0.107</p></td><td char="." align="char"><p>0.260</p></td><td char="." align="char"><p>0.612</p></td></tr><tr><td align="left"><p>Experience</p></td><td char="." align="char"><p>0.719</p></td><td align="left"><p>2</p></td><td char="." align="char"><p>0.360</p></td><td char="." align="char"><p>0.875</p></td><td char="." align="char"><p>0.421</p></td></tr><tr><td align="left"><p>Error</p></td><td char="." align="char"><p>28.775</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>0.411</p></td><td char="." align="char" /><td char="." align="char" /></tr><tr><td align="left"><p>Total</p></td><td char="." align="char"><p>565.184</p></td><td align="left"><p>77</p></td><td char="." align="char" /><td char="." align="char" /><td char="." align="char" /></tr></tbody></table> </ephtml> </p> <hd id="AN0180733923-19">Discussion</hd> <p>Little is known regarding problems and challenges facing early intervention programs in Jordan. In present study, we identified perceived barriers to early intervention from employee perspective. Specifically, our findings suggest that the lack of interactive cooperation between employees and flexibility of programs were the more highly rated issues in this sample, yet participants ranked a neutral issue, on average. These results are inline with the findings of previous study (Dennis & O'Connor, [<reflink idref="bib24" id="ref92">24</reflink>]). According to the ecological systems theory (Bronfenbrenner, [<reflink idref="bib20" id="ref93">20</reflink>]), early intervention programs are influenced by multiple factors at different levels of the environment, such as the individual, family, community, and policy levels. Another relevant theoretical framework is Vygotsky's socio-cultural theory, which emphasizes the role of social interactions and cultural tools in children's learning and development (Vygotsky, [<reflink idref="bib82" id="ref94">82</reflink>]). According to this theory, early intervention programs should provide opportunities for children to interact with more capable peers and adults, and to use language and other symbolic tools to mediate their cognitive processes. However, the lack of cooperation and communication among employees may limit the potential of such interactions and tools to enhance children's learning outcomes. Therefore, researchers believe that the reason for these significant problems and challenges is the insufficiency of policies and legislation that regulate these programs. This suggests that there may be a need for improved collaboration and communication strategies within the workplace. To illustrate, early intervention services in Jordan are provided for children with disabilities in special education centers regulated by local legislation. In other words, there are no policies for early intervention programs, but these services are organized within the general education laws. Studies have proven the shortcomings of these laws in regulating services (Alodat et al., [<reflink idref="bib9" id="ref95">9</reflink>]). The researchers also believe there are no independent early intervention programs to prepare and train children before moving on later. Teachers in these programs do not acquire the necessary knowledge and training. There is insufficient preparation for teachers working in early intervention programs and indigent keeping up with developments in this field (Alolayan, 2022). Our finding implies that employees may face constraints in implementing changes or adaptations to the intervention programs based on managerial decisions. Furthermore, the study indicates that employees perceive a lack of knowledge and skills among parents about parenting as a challenge, which could impact the effectiveness of the intervention programs.</p> <p>Out results also showed that early intervention service providers cannot fully provide services due to a lack of unmet training needs. These results are consistent with the findings of Stahmer et al. ([<reflink idref="bib72" id="ref96">72</reflink>]), which indicated that few service providers clearly understand the mechanism of providing services based on research and studies. Service providers indicated service mechanisms based on previous research and studies rather than current ones. They sometimes combine these technologies and present them according to personal factors. According to McBride et al. ([<reflink idref="bib55" id="ref97">55</reflink>]), early intervention service providers have highlighted a number of obstacles that prevent them from successfully involving dads in the services they offer to children and families. The results of present study also indicated that the service providers' gender, academic qualifications, and years of experience do not indicate differences in their challenges and problems. The researchers believe that the most prominent challenges in the field are the lack of adequate training on developments in evidence-based practices in this field. Also, work on early intervention programs is done through the exchange of practical experiences between early intervention teams working with children with disabilities, and this is consistent with many studies that confirm the importance of working within a multidisciplinary team, as indicated by Abdullah and Omar ([<reflink idref="bib3" id="ref98">3</reflink>]); Franz et al. ([<reflink idref="bib27" id="ref99">27</reflink>]); Sheppard and Moran ([<reflink idref="bib71" id="ref100">71</reflink>]) that recommended the development of interdisciplinary training programs for workers in this field and the beneficiary families. This also implies that the identified challenges are pervasive across different demographic groups, highlighting the need for comprehensive strategies to address the common concerns faced by all employees.</p> <hd id="AN0180733923-20">Limitations of the study</hd> <p>The prominent limitation of the present study is the lack of qualitative data as no interview responses, or even focus group discussions (FGD) were conducted to elaborate more on the pertinent issues that have been raised in the findings. Qualitative data could have also helped to augment quantitative data here significant relationships were not found in the quantitative analysis. Another potential limitation of this study is that the participant sample of 350 employees working in early intervention centers represents a portion of the larger population of 4000 employees. The survey data were collected from those who voluntarily chose to respond to the questionnaires. It is possible that individuals who were particularly dissatisfied or faced specific challenges were more motivated to participate, while those who were not experiencing significant challenges or were content with their roles might not have participated. Further, results of this study were limited to centers and institutions of special education licensed to provide early intervention services to persons with disabilities in centers from different sectors (public, private, and voluntary) in Jordan in the three regions (north, central, and south). Its results were determined by teachers' and employees' responses in these centers on a scale developed to measure the challenges and problems facing early intervention programs from their point of view.</p> <hd id="AN0180733923-21">Conclusions and recommendations</hd> <p>The results of this study showed that employees working in early intervention programs at special education centers in Jordan believed that they generally face moderate problems and challenges. Where lack of interactive cooperation between employees and flexibility of programs were the most critical problems and challenges facing early intervention programs in Jordan. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees' gender, academic qualification, and experience. Factor analysis that showed 4 subscales (family, employees, legislation, and training) apart from the social subscale, were influenced by a diverse set of underlying factors. So, this could have influenced the results. In conclusion, this study emphasizes the need to implement early intervention programs and expand the services to include all children with disabilities and their families. Further, this study recommends developing a network of communication systems between employees in the field of early intervention and upgrading policies and instructions for programs and services in early intervention. Moreover, this study calls for establishing professional pathways for referral, providing early intervention services by the relevant authorities, and assigning a national body to accredit employees in Jordan's early intervention field. Ultimately, this study recommends developing future intervention programs, keeping in mind the possible reasons for teachers' burnout, and minimizing these factors so that impactful and beneficial results could be gained from these programs.</p> <hd id="AN0180733923-22">Acknowledgements</hd> <p>The authors are very thankful to all the associated personnel in any reference that contributed in/for the purpose of this research.</p> <hd id="AN0180733923-23">Author contribution</hd> <p>The authors included in this research have contributed according to their respected positions.</p> <hd id="AN0180733923-24">Funding</hd> <p>This research is not funded by any resource.</p> <hd id="AN0180733923-25">Availability of data and materials</hd> <p>The datasets used and analyzed during the current study are available from the corresponding author on reasonable request.</p> <hd id="AN0180733923-26">Declarations</hd> <p></p> <hd id="AN0180733923-27">Competing interests</hd> <p>The author declares no competing interest.</p> <hd id="AN0180733923-28">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0180733923-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref32" type="bt">1</bibl> <bibtext> Aaron C, Chiarello LA, Palisano RJ, Gracely E, O'Neil M, Kolobe T. 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  Label: Title
  Group: Ti
  Data: Stressors and Difficulties in Early Intervention Programs in Jordan from the Employee's Perspective
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mahmoud+Gharaibeh%22">Mahmoud Gharaibeh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0671-3100">0000-0003-0671-3100</externalLink>)<br /><searchLink fieldCode="AR" term="%22Al-Muatasem+M%2E+Al-Bakkar%22">Al-Muatasem M. Al-Bakkar</searchLink><br /><searchLink fieldCode="AR" term="%22Samer+Z%2E+Abdel-Rahman%22">Samer Z. Abdel-Rahman</searchLink><br /><searchLink fieldCode="AR" term="%22Abdullah+Ahmed+Almulla%22">Abdullah Ahmed Almulla</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-6920-8421">0009-0004-6920-8421</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Child+Care+and+Education+Policy%22"><i>International Journal of Child Care and Education Policy</i></searchLink>. 2024 18.
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  Label: Availability
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1186/s40723-024-00137-8
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1976-5681<br />2288-6729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees' perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan's North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan's early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees' gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.
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  Label: Entry Date
  Group: Date
  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1447403
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1447403
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      – Type: doi
        Value: 10.1186/s40723-024-00137-8
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Employee Attitudes
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Arabs
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Jordan
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      – TitleFull: Stressors and Difficulties in Early Intervention Programs in Jordan from the Employee's Perspective
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