Adaptation of the MAIT inventory to Turkish and examination of instructional metacognitive awareness levels of primary school teachers

The aim of this study is to examine the instructional metacognitive awareness levels of primary school teachers in terms of various variables. For this purpose, instructional metacognitive awareness levels of primary school teachers were investigated and then it was examined whether these levels differed significantly according to gender, seniority, class level, class size, educational status and graduated educational institution variables. The study group of this descriptive research, which was carried out in survey type, consisted of 298 primary school teachers working in the central districts of Sanlıurfa (Karakopru, Haliliye, Eyyubiye) in the 2021-2022 academic year. The data were collected with the inventory called "Metacognitive Awareness Inventory for Teachers" (MAIT), which was adapted into Turkish within the scope of this study. The first part of this inventory, which consists of two parts, is the "Demographic Information Form". In the second part, there is the "Instructional Metacognitive Awareness Inventory" (IMAI). SPSS Statistics 26 package program was used in the analysis of the collected data. Since the data were not normally distributed, Mann-Whitney U and Kruskal-Wallis tests were used in the analysis process. As a result of the analysis, it was understood that the general score average of the primary school teachers' instructional metacognitive awareness levels was at a high level. When the general score averages of the inventory are examined within the scope of the study's variables; it was determined that there is no significant difference in the instructional metacognitive awareness levels of primary school teachers according to the variables of gender, seniority, class level, class size, educational status and graduated educational institution. When the variables of the study were examined in the context of sub-dimensions, it was found that there was a significant difference in favor of female teachers (gender variable) in the sub-dimension of monitoring and in favor of fourth grade teachers between third and fourth grade teachers (class level variable) in the sub-dimension of procedural knowledge.