Metacognitive Knowledge, Personality and Openness to Diversity among EFL Teachers: The Mediating Role of Self‐Efficacy and Emotions

ABSTRACT This study investigates the relationships among metacognitive knowledge, personality traits, openness to diversity, self‐efficacy and emotions among English as a Foreign Language (EFL) teachers in Henan Province, China. A sample of 520 EFL teachers from various universities, including prominent cities such as Zhengzhou, Kaifeng, Luoyang and Pingdingshan, completed a survey incorporating the Metacognitive Knowledge Scale, Big Five Personality Traits, the Emotion Regulation Questionnaire (CERQ) and a Self‐Efficacy Questionnaire. Data were analysed using SPSS (version 27) and AMOS (version 24) through correlation and regression analyses. The findings reveal that EFL teachers exhibiting high levels of self‐efficacy and positive emotional states possess significantly greater metacognitive knowledge, which enhances their ability to reflect critically on their teaching practices. This critical reflection enables teachers to adapt their methods for accommodating diverse student needs. Furthermore, positive emotional states contribute to teachers' engagement and responsiveness to diversity, while negative emotions can hinder effective teaching. The study also highlights the importance of certain personality traits – particularly openness, agreeableness and adaptability – which positively correlate with self‐efficacy and emotional responses. Ultimately, teachers with high openness are more receptive to new ideas and perspectives, enriching the learning environment for students from diverse backgrounds. These findings underscore the importance of fostering metacognitive skills, emotional well‐being and positive personality traits in EFL teacher training programs to improve educational practices and student outcomes in diverse classrooms.