Assessing Cognitive Readiness of Primary School Teachers in Tehran's 20th Educational District

Purpose: This study aimed to measure the cognitive readiness of primary education teachers in the 20th district of Tehran, focusing on individual cognitive preparation, workgroup preparation, learning readiness, and social-emotional readiness. Method: This quantitative, descriptive-survey research employed a standard questionnaire to collect data. The questionnaire's reliability was established using Cronbach's alpha (α = 0.89), and content validity was assessed. Descriptive statistics, analysis of variance, single-sample t-tests, and Friedman's test were used to analyze the data and test the research hypotheses. Findings: Significant differences were found in all components of cognitive readiness: individual cognitive preparation (t = 16.12, p < 0.01), workgroup preparation (t = 12.46, p < 0.01), learning readiness (t = 0.4, p < 0.01), and social-emotional readiness (t = 3.99, p < 0.01). Conclusion: The results indicate that individual cognitive preparation is a key indicator of teachers' abilities. Enhanced personal knowledge and awareness in the educational environment may enable teachers to better engage with new ideas and gain a more comprehensive understanding of their surroundings. These findings suggest the importance of focusing on cognitive readiness in teacher development programs. Future research could explore the long-term impact of cognitive readiness on teaching effectiveness and student outcomes.