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Background: The role of metacognition as a common concept in education is undeniable. One of the challenges in the field of metacognition is to measure the impact of metacognition in teaching with practical tools. Therefore, this study aimed to investigate the psychometric characteristics of the metacognition questionnaire in teaching. Methods: In this cross-sectional study, the statistical population of the study included all teachers in 2020 which was selected by an available sampling method of 137 people. The data were collected using a teacher’s metacognition questionnaire (TMI). A Confirmatory, Pearson correlation coefficient was used to analyze the data. For this purpose, the use of SPSS-25 and LISREL software has been used. Results: of exploratory and confirmatory factor analysis indicate that. The validity and retest of the total score were calculated to be 0.93 and 0.86, respectively. The credibility of its subscales was also acceptable. Conclusion: As a result, it can be stated that the questionnaire has the proper psychometric properties for use in Iranian society and can be used as a valid tool for identifying teachers with teaching problems and teaching methods.
Rezaeisharif et al. (Mon,) studied this question.
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