Primary teachers? learning styles and their usages of metacognitive learning strategies

The general purpose of this study is to identify learning styles that primary teachers have and metacognitive learning strategies that they use.The study was conducted by using singular and correlational models. The population of study composed of primary teachers working in primary schools in Turkey and the study population consisted of 464 primary teachers who were working at 40 primary schools in the city of Uşak.?Personal Information Sheet?, ?Kolb Learning Styles Inventory? and ?Metacognitive Learning Strategies Determining Scale? were used in this study as measurement instruments.Statistical analysis of the data was performed by SPSS 17.0. In the data analysis ?numbers and percentages?, ?chi-square? and ?arithmethic mean and standart deviation? for numerical comparisons and ?t test? and ANOVA were used. To determine the source of differences between the comparisons, ?LSD? and ?Dunnett C? were used. In the statistical analysis, 0.05 was accepted as the significance level. In scale development process, confirmatory factor analysis was used with LISREL 8.51.The results indicated that primary teachers mostly have converger learning style. In addition while their learning styles vary according to their age group, it was found that there is no statistically significant difference according to gender, type of school that they were graduated and the publications that they follow in their own fields. Moreover, it was also found out that they used planning strategies, monitoring strategies and affective strategies frequently and they used evaluation strategies less frequently than other strategies mentioned above. Another important result indicated that metacognitive learning strategies that the primary teachers use vary according to age group, the type of school that they were graduated and the publications that they follow in their own fields; while there is no statistical significant difference in terms of gender. It was found that primary teachers who have accomadator learning style use planning strategies and affective strategies more than those primary teachers who have assimilator learning styles.As a result, it is concluded that there is a relationship between primary teachers learning styles and use of metacognitive learning strategies, especially between planning strategies and affective strategies.