Researchıng the role of posıtıve teacher attıtudes on metacognıtıve awareness of the students of vocatıonal and technıcal secondary schools (Şışli case study)

Rapid developments of technology and science are increasing the qualification of education everyday. Beside these changes, the effective role of the teacher in education didn?t change. The teachers are still the most important factor in qualified education and accepted as role models by their students.Metacognitive awareness enables students to be more mindful of what, when, why and how they're doing. Developing the metacognitive awareness and the problem solving skills of the students are important to raise self-questioning individuals who can continuously update themselves.The main purpose of this study is to find out the relationship of the role of positive teacher attitudes on metacognitive awareness and achievement level of the students of V.T.S. schools.A comprehensive literature search was done. Positive teacher attitudes scale, developed by (Soydal, 2006) with 34 items; the Metacognitive Awareness Scale, developed by (Abacı, Çetin and Akın) with 52 items and a profile questionnaire, developed by the researcher with 12 personal questions are used.The study was conducted with 78 female and 469 male students from 4 different V.T.S. schools in Sisli district, Istanbul.The results of the researching indicate a significant negative correlation between the total score of the Metacognitive Awareness Inventory Scale and the total attitude score of positive teacher attitudes application and acceptance. Increase of the level on metacognitive awareness affects the students?general attitudes develope more positively towards their teachers.Key words: Positive Teacher Attitudes, Metacognitive, Metacognitive Awareness, Vocational and Technical Educational Schools (V.T.S. Schools)