Cognitive Dissonance among Teachers who are Working at Ministry of Education in the Southern Governorates of Gaza Strip, Palestine

Abstract

This study aimed to identify the level of cognitive dissonance among teachers who are working at Ministry of Education in the southern governorates in Gaza Strip – Palestine, and determine the differences in cognitive dissonance in relation to some variables (gender, age, qualification). The sample of the study consisted of 228 teachers selected randomly. To achieve the objectives of the study, the researcher used descriptive, analytical design, and for data collection, the cognitive dissonance scale have been used (prepared by the researcher). The researcher conducted a pilot study to examine the validity and reliability of the scale, and alpha coefficient was 0.853. The results indicated that the level of cognitive dissonance among teachers was moderate (57.6%). Also, there were statistically significant differences in cognitive dissonance related to gender (in favor of males), while there were no statistical significant differences in cognitive dissonance related to age and qualification. The study recommended the need to implement a training and educational programs to explain the concept of cognitive dissonance and its importance, and methods to decrease its prevalence, and to increase ability to take appropriate decisions during the exposure to special educational events