Identifying the Relationship Female Secondary School Teachers' Metacognitive Beliefs and Professional Self-Efficacy on One Side and their Professional Qualifications in the City of Aleshtar on the other Side

The purpose of this study was to identify the relationship female secondary teachers' metacognitive beliefs and professional self-efficacy on one side and their professional qualifications in the city of Aleshtar. The statistical population included all junior secondary school teachers of Aleshtar (i.e.  1442 teachers divided into 886 male and 576 female ones). 306 people were selected as the sample, using Krejcie & Morgan table and relative stratified random sampling method. The data was collected by three questionnaires: Wales' (1997) meta-cognitive beliefs, Sherer et al.'s (1982) self-efficacy and Mullaeinejad's (2012) teachers' professional competency. The data was analyzed through descriptive statistics (frequency, cumulative frequency, columnar graphs) and inferential statistics (Kolmogorov–Smirnov test, Pearson correlation coefficient, t-test and regression test). The results showed that there was a significant relationship the teachers' meta-cognitive beliefs and professional self-efficacy on one side and their professional qualifications on the other side. In addition, there was another significant relationship the teachers' professional self-efficacy, positive beliefs about worries and beliefs about cognitive qualification on one side and their professional qualifications on the other side. However, there was an inverse meaningful relationship the teachers' lack of controllability and risk of negative beliefs, self-confidence in memory and the need to control the beliefs on one side and their professional qualifications.