The relation between social adaptation and metacognition skills of teachers working at vocatinal high schools

In this research, the differences in demographic variables of metacognition skills and socialization grades of teachers working at Vocational High Schools are analyzed multidimensionally. Scan method is used in the research. It includes five main parts such as; entrance, related literature, method, inventions, the results and finally argument and suggestions.The participants of the study are teachers of the Vocational High School working in districts of Istanbul in Anatolia side (Ümraniye, Kartal, Sultanbeyli, Kadıköy, Üsküdar, Beykoz, Pendik, Tuzla and Maltepe) during the term of 2007-2008 academic years.The districts and schools were selected through two-staged casual sampling method. For the first stage, 6 districts out of 10 were selected and for the second stage 270 teachers were selected from 8 different Vocational High Schools that have 11 dıfferent alternative schedules are determined.Two scales and an questionnaire form were used as the data collection means for the study. The questionnaire form developed by the researcher was used by teachers, participants of the study, in order to get information about demographic independent variables. As interdependent variables of the research; Social adaptation, Social Adaptation Self-Evaluation Scale (SUDKÖ stands for Social Adaptation Self-Evaluation Scale), Metacognition Scales were measured by Metacognition Scale (ÜBÖ-30 stands for Metacognition Scale).In this research, for results in abnormal scattering format and results with normal distribution different techniques are used. For abnormal scatterings, non-parametrical techniques were more proper, whereas for normal scatterings, parametric analysis were more proper to use. Additionally, Unaffiliated Group t Test, Non-Parametrical Mann Whitney-U Test, One Dimensional Variance Analysis (ANOVA- stands for Analysis of Variance), Non-Parametrical Kruskal Wallis ?H Test, Pearson Product Moment Correlation Analysis are also applied with 0,5 percent significance.As the result of this study, an analysis of factors affecting differences of grades of the Metacognition Questionnaire and Social Adaptation Self-Evaluation Scale revealed that among various factors: gender, age, marital status, profession, the faculty which has been graduated and its type, having a child or not, wife?s working circumstances, manners of working, the seniority of teaching profession, working period where he/she is assigned, comprehended school resources, following professional publications, sphere of duties, being a house owner, comprehended income level were crosschecked.It has revealed that; there is no a logical and statistical relation between Metacognition and Social Adaptation and ?Positive Believes? which are subdivisions of Metacognition Scale among male teachers, Subdivision of ?Metacognition Awareness? among contractual, salaried and regular teachers, Subdivision of ?Metacognition Reliability? among regular teachers and subdivision of ?Uncontrollable? among teachers working for the same foundation compared to those working less years besides, the Social Adaptation Level among married, female and wife?s working teachers have a high level.Key Words: Cognition, Metacognition, Social Adaptation, teacher, Metacognition Evolution, Metacognition Scale (ÜBÖ-30 stands for Metacognition Scale and Social Adaptation Self- Evolution Scale (SUDKÖ stands for Social Adaptation Self- Evolution Scale).