The Relationship of Strategic/Metacognitive Factors and Knowledge/Cognitive Factors with Empowerment Components of Girls High School Teachers in District 1 of Tehran

Abstract

The present work has been conducted under the title study of the relationship of strategic/metacognitive and knowledge/cognitive factors with empowerment components of girls high school teachers in district 1 of Tehran. The statistical population of the research consists of all girls high school teachers of district 1 of Tehran Education Department (2354 teachers). The sample size is 331 individuals, which has been determined based on Morgan table by stratified random sampling method. The method of research is descriptive correlative. The tools of gathering data include library and internet. In inferential statistics includes the personnel empowerment questionnaire consisting of 20 4-choice questions and cultural intelligence questionnaire consisting 20 5-choice questions. The questionnaire validity and reliability has been calculated. The reliability coefficient was 0.86 and 0.82 and the following results were achieved: the correlation coefficient of P<0.01 proved that the relationship of strategic/metacognitive factors and rehabilitation was high and the relationship between knowledge/cognitive factor and rehabilitation was fair. Taking into account P<0.01, results of regression prove that the strategic/cognitive factors, the knowledge/metacognitive factor has predicted teachers' empowerment to a high extent. Keywords: strategic/cognitive factors, knowledge/cognitive factors, empowerment, teachers, high school education.