The Relationship between Metacognitive and Self-Efficacy of Teachers and their Professional Qualifications

This study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of Orumieh city. The population of this study was all 984 elementary school teachers of second region of Orumieh ,so 276 of them were chosen according to Kocran formula. Three metacognitive beliefs, professional competence and Sherer’s Self-efficacy scale questionnaire were used for this research. The reliability of these questioners were calculated according to Cronbach’s alpha test. Pearson correlation and multiple regression and independent t were used for statistical analyze. Findings indicated that there is a meaningful relationship between professional qualifications and self-efficacy and metacognitive beliefs. It also indicated that there is a relationship between teachers’ metacognitive and self-efficacy and there isn’t any relationship between these subscales and gender. Also there was a difference between metacognitive beliefs and teachers experiences but there wasn’t any relationship between professional qualification and self-efficacy and teachers experiences. Marital status showed a meaningful difference between teachers in this research.