Metacognitive Strategies as a Tool for Improving Teachers’ Motivation and Self-Regulated Learning

Abstract

The study was aimed to explore the role of metacognitive strategies as a tool for improving teacher’s motivation and self-regulated learning. Quantitative research approach and survey method were used in the study. The main objective of the study was to examine the effect of metacognitive strategies on teachers’ motivation and self-regulated learning at secondary level. The population of the study was all male and female teachers and their students working in government secondary schools of district Bhakkar. Tehsil Kallurkot was selected conveniently. The sample consisted of 180 teachers and 300 students selected from these schools. From each school, five Secondary School Teachers (SSTs) and eight students were selected as respondents. Adapted questionnaire were used as relevant instruments to gather data from respondents. Adapted questionnaire were used as relevant instruments to gather data from respondents. Purposefull sample of students was given bilingual (English-Urdu) questionnaire to assess their motivational levels, self-regulated learning behaviors’ and applications of metacognitive strategies. When ANOVA results were significant, Post hoc tests identified specific group differences. Findings revealed that metacognitive strategies significantly enhance teachers’ motivation and self-regulated learning, improving their teaching effectiveness. Therefore, teacher education programs should include meta-cognitive instruction and reflective activities to promote motivation, autonomy, and lifelong learning.