Predicting the social health of teachers based on the variables of metacognitive beliefs and loneliness

The purpose of this study was to predicting the social health of teachers based on the variables of metacognitive beliefs and loneliness. The research applied in terms of purpose and method was descriptive, correlational one. The statistical population consisted 550 of teachers of the Secondary School of Amol. The statistical sample was 226 participants that determined by the using Krejcy and Morgan table, and selected by stratified random sampling according to gender. The instrument for collecting data was three questionnaires of social health Keyes (2004), metacognitive beliefs Wells & Cartwright-Hatton (2004) and loneliness Russell, Peplau & Cutrona (1980). Their reliability was calculated to 0.75, 0.78 and 0.82 respectively by the use of Cronbach’s Alpha. Descriptive statistics and inferential statistics including Pearson correlation coefficient and multiple regressions were used to analyze the data in SPSS-22 software. The results indicated that there is a positive and significant correlation between social health and metacognitive beliefs. But there is a reverse relationship between loneliness and social health. Also, metacognitive beliefs were able to predict 16.3% of teachers' social health changes (p < 0.05). But feeling lonely cannot predict the social health of teachers. Therefore, it is recommended to increase the quality of their metacognitive beliefs and prevent their sense of loneliness in increasing teachers' social health.