حالات الأنا لدى بيرن وعلاقتها بالانغلاق المعرفي : دراسة ميدانية لدى عينة من المعلمين والمعلمات في مدينة دمشق
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)