Investigation of the relation between metacognitive learning strategies, self-efficacy and problem-solving skills of primary school teachers

Metacognitive, which is a high level awareness system in which cognition is controlled and assessed, is influential on individual problem-solving abilities and self-efficacy perception. This research was conducted to investigate the metacognitive learning strategies, self-efficacy perceptions and problem solving skills of classroom teachers in terms of different variables and to determine the relation between them. Correlational survey method was used in this research. The research universe consists of class teachers in Aksaray and the sample consists of 109 female and 108 male teachers working in primary schools in Aksaray province in 2016-2017 academic year. The data were collected by teacher self-efficacy scale, problem solving scale, metacognitive learning strategies scale and personal information form. According to the results of the research, it was determined that the level of metacognitive learning strategies, problem solving skills and self - efficacy perception level of the class teachers were high. There was no significant difference between metacognitive learning strategies and problem solving skills according to age, gender and professional experience characteristics. In addition, while the self-efficacy perception does not show any significant difference according to sex, it shows a significant difference according and professional experience groups. It has been determined that there is a positive and moderately significant relation between classroom teachers' metacognitive learning strategies, self-efficacy perception and problem solving skills. It has been suggested that classroom teachers' self-efficacy perceptions, metacognitive learning strategies and the studies' they will do to improve problem-solving skills may increase the quality of instruction