شبكة المعلومات العربية التربوية

Agreeableness trait is regarded in a framework that organizes personality. It refers to the individual differences, where it reveals differences in congruence and helping and standing with the individual who needs assistance besides putting their interest before his interest. The rational, emotional and behavioral counseling style achieves its goals in interference with several techniques. From these are the debating technique and the modeling technique that lead to reducing the negative behaviors by acquiring a daily realistic philosophy in life. However, Ellis states that an individual has intuitive and acquired tendencies to imitate others in their thoughts and behaviors and choose the good logical rational models that he follows consciously or unconsciously. The present research aims at measuring agreeableness and knowing the effectiveness of the counseling interference by using the debating and the modeling techniques in developing agreeableness of female teachers in kindergartens through testing the following hypotheses: There are no statistically differences among the mean grades the female teachers in the three groups (first experimental, second experimental and the control) in measuring agreeableness in the delayed post-administering of the debating and modeling techniques. As for the limitations of the research, it is limited to female teachers in Baghdad (Al-Rusafa the third) in the academic year 2014/2015, where the interference is according to the theoretical framework and techniques of the rational emotive behavioral counseling theory, namely, debating technique and modeling technique. As for the variable that the researcher wants to develop, it is agreeableness according to Costa and McCrae (1992). However, the psychometric properties have been ascertained like indicators of validity and reliability and using the two extreme samples. The researcher has administered the scale of agreeableness on (400) teachers where the equalization between the members of the two experimental groups and the controlled one whose number is (15) teachers in each group according to age, educational achievement and in the scale of agreeableness. However, (12) sessions have been done, three sessions per week for each technique, lasted for (45) minutes each. The statistical means that are used are chi square, t-test for one sample, t-test for two independent samples, Pearson correlation coefficient, Mann-Whitney test and Kruskal-Wallis test. The results show that there are statistical differences for the benefit of the two experimental groups, which have been treated by the two counseling techniques (debating and modeling) when tested before and after intervention in comparison with the controlled group which did not receive any intervention. As for the result of the follow-up test, it is found out that the debating technique is so successful because it induces the teacher's motivation for changing and develops agreeableness, but it needs an appropriate conditions that make the teacher feels her value and active role to ensure its effectiveness. Finally, the researcher has put forward some recommendations and suggestions. (Published Abstract)