The Level of Metacognitive Strategies among Female Teachers of Special Education in Hodiedah City

Abstract

This study aims at investigating the levels of metacognitive strategies and the differences in such strategies based on age and years of experience among female teachers of special education (FTSE), in Hodiedah City. The sample of the study consisted of 136 teachers who were randomly selected from the study population. Using the descriptive analytical approach, data collection was guided by the Metacognitive Strategies Scale. The results have showed that the level of metacognitive strategies is high in all dimensions and in the total score of scale. Moreover, the metacognitive strategies were arranged from the highest to the lowest as follows: monitoring strategy, awareness, evaluation, planning, and control strategy. The results also indicated that there were no differences in the metacognitive strategies in FTSE according to years of experience, and similarly no differences according to age on all dimensions and to the total score except in the awareness domain. The teachers whose age range (30-39 years) were of more awareness than of the teachers aged 40 or above.