Cognitive Dissonance and its Relationship with Job Satisfaction among Kindergarten Teachers in Light of Some Demographic Variables

The purpose of this study was to examine the relationship of cognitive dissonance with job satisfaction among kindergarten teachers, identify the level of cognitive dissonance and job satisfaction, identify the differences in the variables of the study according to the academic qualification and teachers’ years of experience, the sample consisted of (142) female teachers, (22-42) years, tools were applied: the cognitive dissonance scale, and the job satisfaction scale, using the SPSS program, by Pearson's correlation coefficients and one-way analysis of variance. Results showed that: 1- There is a statistically significant relationship between the female teachers’ scores on the cognitive dissonance scale and their scores in job satisfaction, 2- The level of the female teachers’ cognitive dissonance is lower than the average, 3- Kindergarten female teachers have a higher than average level in job satisfaction, 4-There are no statistically significant differences between the average scores of the female teachers in the cognitive dissonance that are attributed to the academic qualification, and the level of experience, 5- There are no statistically significant differences between the average scores of female teachers in job satisfaction attributable to the academic qualification, and the level of experience, the study concluded with a set of recommendations and suggestions.