This book explores the effect of metacognitive regularities on the work efficiency of university teachers through a mixed-methods study. Grounded in models of metacognitive regularities and work efficiency, Khadija Marvi’s study addresses a gap in existing research, as previous studies on metacognitive regularities have been limited to non-teaching groups. A significant insight from examining university teachers’ work efficiency is that teachers must be aware of metacognitive regularities relevant to the modern workplace. Marvi finds that university teachers demonstrated strong metacognitive regularities, which significantly and positively affected their work efficiency. The study recommends structured short-term training, self-analysis reporting, and daily reflective practices to further enhance efficiency and professional growth among teachers, ultimately contributing to improved universities effectiveness.
An investigation into metacognitive regularities reveals that university teachersÕ work efficiency benefits from heightened self-awareness and routine reflection. The mixed-methods study demonstrates that structured short-term training, self-analysis, and daily reflective practices help boost performance and professional growth.
