SURGE FOR QUALITY EDUCATION; RELATIONSHIP OF METACOGNITION AND TEACHING QUALITY AT HIGHER EDUCATION LEVEL IN PAKISTAN

Abstract

In this digitized and technologically growing age, the effects of teachers’ metacognitive abilities on quality teaching are recognized as a critical factor in both conventional and modern instructional strategies.  Metacognitive skills allow the teachers to plan lessons, monitor the teaching learning process, and evaluate their instructional approach, which is directly associated with quality teaching. This research was intended to investigate the relationship between teachers’ metacognition and teaching quality.  Public sector colleges of Punjab were the research population, while male and female college teachers of 12 randomly selected districts were the sample of the research. Two standardized questionnaires were used to collect data from the research participants and analyzed through various statistical techniques by using SPSS version 20. The findings of the study indicate that teachers’ metacognition has a significant relationship with quality teaching. Additionally, the results highlight the positive effect of teachers' metacognition on quality teaching. Moreover, this study also reflects a demographic comparison, which revealed a significant difference in teachers’ metacognition; on the contrary, no significant difference for teaching quality. Thus, the results of this study emphasize the need for an integrated teachers' training program that improves teachers' metacognitive skills and helps them to execute these skills in the real-time instructional process, which guarantees the quality teaching.