Examination of Relationship between Metacognitive Awareness, Problem Solving and Teacher Efficacy Perceptions of Physical Education and Sport Teachers

Abstract

The aim of this study was to examine the metacognitive awareness, problem solving and teacher efficacy perceptions of physical education and sport teachers in secondary schools in Turkey according to various demographic features and to examine the relationship between these variables. In this study, 133 male (80.12%) and 33 female (17.88%) physical education and sport teachers, who were working in government secondary schools in spring term of 2016-2017 academic year, voluntarily participated in the study. Metacognitive Awareness Inventory, which was developed by Schraw and Dennison (1994) and was translated in Turkish by Akin, Abaci and Cetin, Problem Solving Inventory which was developed by Heppner and Petersen (1982) and was translated in Turkish by Sahin, Sahin and Heppner (1993) and Teachers Sense of Efficacy Scale which was developed by Tschannen-Moran and Woolfolk-Hoy (2001) and was translated in Turkish by Capa, Cakiroglu and Sarikaya (2005) were used to collect the data. Percentage, frequency, independent samples t-test, one-way analysis of variance and Pearson productmoment correlation coefficient statistical techniques were used for data analysis. Analyses of the data revealed that the physical education and sport teachers had a high metacognitive awareness level and teacher efficacy perception and their problem solving perception is at the medium level. There was no significant difference between the sub-dimensions of their metacognitive awareness level, problem solving and efficacy perception of teachers according to the gender, experience and education level. It is mentioned that there was a medium level, meaningful and positive relationship between sub-dimensions of teacher efficacy perception and sub-dimensions of metacognitive awareness but there was no relationship between metacognitive awareness and problem solving. Also, there was a low, meaningful and positive relationship between teacher efficacy and problem solving perceptions.