Volume: 19 Issue-01 (January-June) 2024

---

COGNITIVE COMPETENCE AMONG INTERMEDIATE SCHOOL TEACHERS

ABSTRACT

The cognitive competence of individuals appears in the form of an increase in awareness in mental and emotional states compared to others, as the individual possesses cognitive competence and is more capable of solving problems by using methods to enhance their ability to communicate with individuals who do not possess cognitive competence, as well as the ability to carry out educational activity. It is based on a set of facts, concepts, generalizations and principles and becomes clear through educational behavior that reaches the level of skill, as the pressures faced by male and female teachers that affect their cognitive competence, as male and female teachers with little experience in teaching suffer from the pressures resulting from their practice of the profession as they strive. They put a lot of effort into reading, understanding and analyzing the material and how to prepare it, then thinking about how to deliver it to the students. In addition, they may face some problems during the course of the lesson. Professional pressures are one of the most important obstacles that a teacher may face in his field of work, due to the interference and multiplicity of tasks and modern learning methods. Hence, the teacher’s efficiency is affected by several things that affect the performance of his work tasks and lead to a decline in the level of his professional performance as a result of several pressures that the teacher is exposed to, whether in his personal or professional life, which affect the performance of his tasks. Therefore, it is necessary to provide teachers with a set of competencies to be effective in their positions by providing them with Information and skills especially needed to help cope with stress. Research objectives: The current research aims to know: How cognitive competence is used among teachers in intermediate schools? The research sample consisted of (400) male and female teachers who were selected by a stratified random method and in an equal manner, with (200) males and (200) females. To achieve the objective of the research, the researcher prepared a measure of cognitive competence according to the theory of (Lezak, 2012), which consisted of (24) items, divided into five areas. The researcher verified the psychometric properties of the two scales and applied them to the research sample, and used statistical methods, the t-test for one sample, the t-test for two independent samples, and the Pearson correlation coefficient.

FULL TEXT

PDF