Hanin Badsah and Jakir Hussain Laskar
Aliah University, Kolkata.
Pages:447-454
This study examines the relationship between Metacognitive Awareness (MA) and
Technological Pedagogical Content Knowledge (TPACK) self-efficacy among secondary
school teachers. As digital integration becomes essential in secondary education, a
persistent gap exists between access to technology and its effective pedagogical use.
A quantitative descriptive survey design was employed with a sample of 130 secondary
school teachers selected through stratified random sampling. Data were collected using
the Teachers’ Metacognitive Awareness Inventory (T-MAI) and the Teachers’ TPACK
Self-Efficacy Scale (T-TPACK-SE), both developed and standardized by the investigator.
Pearson’s product–moment correlation and simple linear regression were used for
analysis. Results revealed a statistically significant moderate positive correlation
between MA and TPACK self-efficacy (r = .566, p < .001). Regression analysis indicated
that metacognitive awareness significantly predicted TPACK self-efficacy, explaining
32% of the variance (R² = .320). The findings suggest that strengthening teachers’
metacognitive skills may enhance their belief in technology integration.
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