Teacher Effectiveness In Relation To Meta Cognitive Ability Of Prospective Teachers

Abstract

The effectiveness of teaching is a pivotal factor in shaping educational outcomes, particularly as it relates to the metacognitive abilities of prospective teachers—those who are still in training and preparing to enter the teaching profession. This study examines the link between teacher effectiveness and metacognitive abilities among prospective teachers, aiming to uncover how self-awareness, reflective thinking, and regulation of one’s cognitive processes contribute to teaching proficiency. Metacognitive ability enables teachers to plan, monitor, and evaluate their teaching approaches, fostering adaptive strategies that meet diverse student needs and enhance classroom engagement. Prospective teachers, who are in the formative stages of their careers, benefit greatly from developing meta cognitive ability, as these abilities provide a foundation for continuous professional growth, reflective practice, and enhanced teaching quality. This research uses a quantitative approach to analyze the impact of metacognitive abilities on teacher effectiveness, assessing prospective teachers' capacity to self-regulate, adapt to challenges, and implement student-centered teaching methods. The present undertaken to study the teacher effectiveness in relation to metacognitive ability of prospective teachers. The sample consists of 200 prospective teachers and were randomly selected from different self-financed educational colleges affiliated to Guru Nanak Dev University, Amritsar. The data was collected by using standardized scale of Teacher Effectiveness Scale by Suraiya and Shakir (2023) ana Meta cognitive ability Scale by Gupta and Suman (2017). The data obtained was analysed statistically with the help of Mean, SD, t-ratio and ‘r’ and used to arrive at the following conclusions: (i) There exists a significant difference in the mean scores of teacher effectiveness between (a) male and female, (b) rural and urban, (c) arts, commerce, and science, among prospective teachers. (ii) There is no significant difference in the mean scores of meta cognitive ability between (a) male and female whereas significant difference exists in the mean scores of rural and urban prospective teachers. (iii) There exists significant positive relationship between teacher effectiveness and meta cognitive ability among prospective teachers.