Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Metacognition means “thinking about one’s own thinking”. Metacognitive beliefs, metacognitive awareness, metacognitive experiences, metacognitive knowledge, metacognitive skills, executive skills, higher-order skills, metacomponents, metamemory are some of the terms that we are often using in association with metacognition. The investigators in this paper try to analyze the metacognitive awareness of secondary school teachers. The investigator uses a standardized awareness inventory for checking the metacognitive awareness of secondary school teachers i.e., Teachers’ Metacognitive Awareness Scale. A sample of 549 secondary school teachers, were selected randomly. The study tries to find out whether there exists any significant difference between the various sub samples Gender, Location of School, Type of School, Type of Management, Subject Handled, Age of teachers, marital status, Educational Qualifications of teachers, Experience in teaching, type of mobile phone, Active on social sites and time spent on internet based on their metacognitive awareness. The investigators use appropriate statistical techniques for the data collection and analysis of the data.
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