الكفاءة المعرفية للتحاور وعلاقتها بالأداء الإبداعي لدى المرشدين التربويين

Cognitive competence in dialogue and its relationship to creative performance

The current research aims to identify:
1- Identifying the cognitive competence of dialogue among educational counselors.
2- Statistically significant differences in the cognitive competence of dialogue among educational counselors according to the variables (gender, age)
3- Identifying the creative performance of educational counselors.
4- Statistically significant differences in the creative performance of educational counselors according to the variables (gender, age)
5- Identifying the correlation between cognitive competence in dialogue and creative performance
6- Differences in the correlation between cognitive competence in dialogue and creative performance according to the variables (gender, age).
7-The extent to which the cognitive competence of dialogue contributes to the creative performance of educational counselors.
The current research is limited to (educational counselors in the Ministry of Education and employees of the Holy Karbala Education Directorate in middle and secondary schools) (males – females) for the academic year (2023 – 2024). The research sample consisted of (251) male and female counselors who were chosen randomly.
The researcher used two research tools, which are the following:
1- The researcher built a measure of cognitive competence for dialogue, relying on the theory of (cumulative performance).
The psychometric properties of the scale were extracted, and the coefficient reached (Duran and Spitzberg, 1995).
Reliability using the Cronbach’s alpha method (0.852) and the test-retest method (0.874).
2- The researcher built a creative performance scale based on Guilford’s theory (structure of the mind) in creative performance, and the psychometric properties of the scale were extracted. The reliability coefficient using the Cronbach’s alpha method for creative performance and according to each field reached (0.732), (0.740), and (0.739). (0.751) and (0.743)
As for the re-test method, the stability of the creative performance scale reached, according to each field, the first dimension (0.802), the second (0.817), the third (0.816), the fourth (0.820), and the fifth dimension (0.804).
The researcher used appropriate statistical methods for her analysis, and made use of the statistical era for the social sciences. After completing the application of the two standards, the results showed the following:
1- Educational counselors have conversational cognitive competence
2- Educational counselors have a creative performance that is not shaped according to the individual’s age and gender, but rather by his interaction with others and the environmental conditions in which he lives.
3- The existence of a correlation between cognitive competence and creative performance, including the relationship of competence with fluency, flexibility, originality, problems, and taking risks for the sake of development and achievement.
4- There are no differences in the correlation between cognitive competence in dialogue and creative performance
The researcher recommended the following:
1- It is necessary to pay attention to the requirements of the counselors that qualify them to continue with communicative competence and their interests related to the educational process because their interruption from it creates pressures and challenges for them that cause them suffering and have a negative impact on them.
2- Enhancing the creative performance of the counselor and helping to develop it and increase conversational efficiency through a group of seminars prepared by the Educational Guidance Department by professors in various Iraqi universities.
3- Holding development and rehabilitation courses, providing moral and material incentives, and linking them to the courses to achieve the best results.
The researcher proposed conducting a study that deals with other variables related to the cognitive competence of dialogue (communicative competence, verbal and non-verbal communication, communicative ability competence, skills development, oral communication) and creative performance (innovation skills, performance abilities, creativity skills, creative abilities) and on different samples, and conducting More studies and research in the field of the roles and areas of counseling work to determine