The Influence of Metacognitive Awareness on Teachers’ Sense of Efficacy
DOI:
https://doi.org/10.5281/zenodo.23496136Keywords:
metacognitive awareness, teacher self-efficacy, elementary teachers, metacognitive regulation, reflective teaching, PhilippinesAbstract
This study examined the relationship between metacognitive awareness and teachers’ sense of efficacy among public elementary school teachers in the Pili West District, Schools Division of Camarines Sur, during the 2025–2026 school year. Using a quantitative descriptive-correlational design, the study surveyed 234 full-time teachers from 15 schools. Data were collected using the 24-item Metacognitive Awareness Inventory for Teachers and the 24-item Teachers’ Sense of Efficacy Scale. Means, analysis of variance, Pearson correlation, and the coefficient of determination were used. Overall metacognitive awareness was high (M = 4.19); metacognitive knowledge was very high (M = 4.22), whereas metacognitive regulation was high (M = 4.16). Teachers’ sense of efficacy was very high (M = 7.49), with instructional strategies obtaining the highest mean (7.52). No statistically significant differences were reported among the metacognitive aspects (F = 1.6233, p = .150705) or efficacy domains (F = 0.11623058, p = .890287). Metacognitive awareness had a strong positive association with teaching efficacy (r = .771, p < .001; r² = .5944). The findings support targeted professional development in reflection, instructional monitoring, and evaluation and informed the proposed Project School MATES sustainability plan. Because the design was correlational, the findings establish association rather than causation.
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