PREDICTING COGNITIVE REFLECTIONS AMONG MIDDLE SCHOOL TEACHERS

Abstract

The study aimed to explore the cognitive reflections among high school teachers and investigate whether there are statistically significant differences in the cognitive reflections scale based on gender and academic specialization. The sample consisted of 470 teachers and female students. The researcher developed a scale specific to this sample to measure cognitive reflections, which achieved acceptable levels of validity and reliability. To analyze the data, the researcher used several statistical methods including Chi-square, Pearson correlation coefficient, one-sample t-test, two-sample t-test, and others.

The results revealed that male teaching gender is superior to the female teaching gender incognitive reflectivity due to the environmental and educational attitudes of male teachers were more interactive than female teachers. Additionally, there were statistically significant differences in favor of the scientific specialization upon humanities, which outperformed the humanities in terms of cognitive reflections.