Ali Pakizeh

Background: Cognitive bias has been introduced as a term for all distortions in the human mind that are difficult to prevent. These biases are "intersubjective" or "rule of thumb" that turn complex tasks into simpler judgmental operations, enabling individuals to rely on low and unreliable data in the absence of predictive, reliable, and complete information. They are available to make predictions and conclusions. Objective: The aim of this study was to investigate the effect of correcting the cognitive bias of school teachers with learning disabilities compared to students with learning disabilities on psychological empowerment and improvement of burnout symptoms of school teachers with learning disabilities in Goledar and Mehr. Methodology: Methodologically, it was a quasi-experimental study with a pre-test-post-test design with a one-month control and follow-up group. The statistical population in this study included all teachers with learning disabilities in herds and herds in the 99-98 academic year, of which (30) were randomly available according to the inclusion criteria in the experimental group (15 people) and control ( 15 people) are placed randomly. Results: The data of the present study showed that the experimental and control groups were significantly different in terms of research variables in the three stages of pre-test, post-test and one-month follow-up. Conclusion: Correction of cognitive bias in increasing psychological empowerment and reducing burnout of teachers with learning disabilities compared to students with disabilities has played an important and effective role.