Abstract
The aim of this study is to investigate the relationship between metacognitive awareness and beliefs of pre-service teachers’ sense of efficacy. The research has been designed within a relational survey model. The sample of the research consists of 312 pre-service teachers. In the research, metacognitive awareness inventory and teachers’ sense of efficacy scale were used as data collection tools. The correlation between variables was examined using structural equation modelling. The results showed that there was a positive and significant correlation between metacognitive awareness and teachers’ sense of efficacy. This result interprets that an individual with high metacognitive awareness has a high teacher’s sense of efficacy.
 
 Keywords: Metacognitive awareness, teachers’ sense of efficacy, structural equation modelling, pre-service teachers.
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