An Analysis of Teachersí Metacognition and Personality

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Nesrin Ozturk

Abstract


Variations in metacognitive competence may stem from various factors including observing or interacting with metacognitive models or manifestations of individual differences, including personality. To understand the phenomena, this study examined the relation of metacognition and personality traits (Five Factor Model). Data were collected via MAI and BPTI via survey research method. Results confirmed that metacognition does not change by teachers gender, age, undergraduate degree, educational level, and teaching experience. Openness to Experience significantly correlated with and predicted metacognitive knowledge. While Agreeableness and Openness to Experience correlated with metacognitive regulation, Agreeableness predicted metacognitive regulation, significantly. Educational implications pertain to either teaching metacognition or incorporating characteristics of related personality traits.


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