Self-efficacy and Metacognition as Predictors of Iranian Teacher Trainees’ Academic Performance: A Path Analysis Approach

This study aims to explore to what degree the in-service Iranian English teachers’ sense of self-efficacy and metacognitive awareness predict their academic performance A total number of 107 Iranian EFL teacher trainees at Farhangian University were asked to complete Teachers’ Sense of Self-Efficacy Scale (TSES) (Woolfolk & Hoy,1990) and Metacognitive Awareness Inventory for Teachers (MAIT) (Balcikanli, 2011). Results of the Path Analysis indicated that both metacognition and self-efficacy affect the academic performance. However, metacognition had a stronger effect. Also, results of t-test showed that there is no difference between males and females self-efficacy and metacognition.