التنظيم العاطفي والهوية الأخلاقية وعلاقتهما بالتفكير النفعي لدى معلمات المرحلة الإبتدائية
Emotions described (excitements) as a thought power, and directive human cognitive activity, and window mind overlooking. It is the intermediate in which it is taking place through social exchanges, and consists whereby the bonds relationships with others, and it allows our expertise shadows and colors and give our lives depth and meaning. Although emotions lead thinking management, values and stay if practiced well it produces thinkers. The individual can make his emotions work for him or his benefit to rationalize his behavior and thinking in many ways to increase the chances of success at work or in school or in life in general. The moral directive is to talk about the character that people use as a basis for the definition themselves to others and their for self-regulatory mechanisms that stimulate ethical behavior mode and it is one of several possible identities (religious, cultural identity), that moral character is formed when a person build his identified on a moral ground, and when moral is requirement as a central to others in self-definition. Thus, the concept of moral identity is a basic psychological mechanism in the light of moral judgments, principles and ideas into action and behavior. We find in general that all categories of thinking and thinking utilitarian in particular has become more desirable to man today, whatever its location or place, but that the human need to think like his walking, breathing, hearing and vision. Nations has become endeavor to develop thinking in all its motivated forms by access to the discrimination and distinction between countries world. The aimed of present study to identify the level of emotional directive and moral identity and utilitarian thinking among teachers in primary in all public school of six districts in Baghdad. As well as discover the relationship between these three variables. To achieve the aims of this study, the researcher prepare scale of emotional directive and moral identity among primary school teachers, and emotional regulation scale consist of 39 items, as well as prepare scale for moral identity which consisted of 27 items, as a final form, and the researcher adopt utilitarian thinking test (from Hussein 2011), and offered these three scale on a number of specialists to know how these items appropriateness by concepts to handle it, then the researcher did field study on a random sample as a pilot study to ensure the clarity of items to the sample of 44 primary stage teachers in four community schools in Educational Al-Karkh the first. After that the researcher did appropriate action to make sure that her scales have standard characteristics be used to achieve what they set for by selecting a sample on a regular basis random method consisted of 400 teachers from the directorates of education Baghdad province for the academic year 2013- 2014,the researcher adopted descriptive correlative approach in the study, and after Extract the psychometric properties of the scales applied on the final form of the main research sample, and have shown results of this study: 1) The sample has an average of emotional directive level, and that respondents degrees had approached from the middle level of premise, but were not statistically significant and that Because of psychological and social situation. 2) Moral identity level was close to the middle of moral of identity scale, but statistically it is not significant, and can be explained because of physical and psychological demands of life. 3) Sample had a high level of utilitarian thinking, and that the average score of test sample on utilitarian thinking was statistically significant in favor of the sample. 4) The existence of a positive correlation between emotional directive function and moral identity and utilitarian thinking, noting the low level of this relationship between utilitarian thinking and moral identity. 5) After making multiple regressions between independent variables analysis (emotional directive and moral identity) with the dependent variable (think benefit) show that there are contribution to clear the first independent variable (emotional directive) in utilitarian thinking, it is the other side of the weakness of this contribution for the independent second (variable moral identity) in the dependent variable. (Author’s abstract)