شبكة المعلومات العربية التربوية

هدفت الدراسة الحالية الى تعرف العلاقة بين حالات الأنا والانغلاق المعرفي لدى عينة من المعلمين والمعلمات في مدينة دمشق، والكشف عن حالة الأنا المسيطرة، وتعرف الفروق في كل من حالات الانا والانغلاق المعرفي وفق بعض المتغيرات الديموغرافية. ولتحقيق هذه الأهداف استخدم مقياس حالات الأنا المصورة (David McCarley) ومقياس الانغلاق المعرفي (علي جابر 2012)، على عينة من (370) معلما ومعلمة من معلمي الحلقة الأولى من التعليم الأساسي في مدينة دمشق. وأسفرت النتائج عن وجود علاقة موجبة بين الانغلاق المعرفي وحالتي الناقد والمتمرد، وسلبية بين الانغلاق المعرفي وحالتي الراشد والحنون؛ ولم توجد علاقة بين حالة الخاضع والانغلاق المعرفي؛ وكانت حالة المتمرد الأكثر شيوعا لدى العينة، يليها الناقد ثم الحنون ثم الراشد وأخيرا الخاضع. كما أسفرت عن عدم وجود فروق وفقاً للجنس في الانغلاق المعرفي، بينما وجدت فروق وفقاً للجنس في حالة الخاضع باتجاه الإناث، والناقد باتجاه الذكور ،وفروق وفقاً لنوع المدرسة عامة/خاصة في الانغلاق المعرفي باتجاه العامة، وفروق وفقاً لنوع المدرسة في حالة الراشد لصالح الخاصة، وفروق لصالح العمر أكثر من 50 في الانغلاق المعرفي، وفروق وفقا للعمر في حالة الخاضع باتجاه العمر 31 -40، وفي حالتي الناقد والمتمرد لصالح العمر باتجاه أكثر من 50. ووفق هذه النتائج فإن الدراسة توصي بـاعداد برامج ارشادية للمعلمين والمعلمات والعاملين في قطاعات الدولة لتنمية حالة الأنا الراشدة لديهم لخفض مستوى الانغلاق المعرفي المتبنى لديهم، بما يحقق التنمية المستدامة؛ والعمل على انشاء منصة حوارية خاصة برفد المعلمين والمعلمات ببرامج علمية ثقافية مما يعزز الانفتاح والمرونة الفكرية لديهم ويكون له دور ايجابي على المستوى الشخصي والمهني والاجتماعي (زملاء، ادراة، تلاميذ، أهالي). (الملخص المنشور)

Education is the fundamental basis to achieve sustainable development. Teachers are the pivot of the educational learning process; their personality, cognitive and communicative styles contribute to form pupils' attitudes and values. According to Byrne's theory, the ego state forms the foundation to deal with others; it provides the individual with a measure of clairvoyance in his three characters (parent/ adult /child). It also helps him to realize the adult character from the other two characters to achieve a better mental health level. Accordingly, the normal person makes the decision depending on the ego states that he believes is most suitable for the situation. In contrast, the abnormal person has disturbances in ego states caused by the relationship type with his parents and their methods of responding to his early needs. This may reflect in the individual's choice of his cognitive style as explained by the theory of Rokesh (The Belief Systems). Rokesh explained that cognitive lockdown is the method of mind characterized by closed thinking and extends into the personality by the connection between the poles of closedness and openness. Thus, the ego states form a fundamental nucleus for dealing with others and for the individual's cognitive response to all that surrounds him. This research aimed to identifying the nature of the relationship between ego states and the cognitive closure, and determine differences according to the (the gender, age,) in ego states and the cognitive closure. The sample consisted of (370) teachers (male and female) from (the first cycle of basic education in Damascus). It has been used in this research the Ego States Inventory (David McCarley) and the Cognitive Closure (Ali Jaber 2012). The results showed that there were positive significant relationships between Cognitive Closure and each of critical parent and rebellious child Ego States. And there were negative significant relationships between cognitive closure and each of adult and adapted child ego states, and there were not differences to gender in cognitive closure, while there were differences in ego states according to gender in the adapted child to female, and in the critical parent to male, and there were differences to the type of school (public / private) in cognitive closure to public school, and there were differences to the type of school in the adult ego state to private school, and there were differences to age (20-30/31-40/41-50/more than 50) to more than 50 in cognitive closure, and to 31-40 in the Adapted Child, and more than 50 in the critical parent and rebellious child Ego States. According to these results, the study recommends the preparation of guidance programs for teachers and the employees in the governments' sectors to develop their adult ego state to lower the lockout level to achieve sustainable development and also to prepare a dialogue platform to provide teachers with scientific and cultural programs to enhance their openness and flexibility. (Published abstract)