Present a Model for Improving the Professional Competence of Teachers based on Psychological Empowerment and Metacognitive Beliefs Mediated by Self-Efficacy

Porpose: 

The Aim of this study was to provide a model for improving the professional competence of teachers based on psychological empowerment, metacognitive beliefs mediated by self-efficacy, in a combined method.

In this study, a researcher-made questionnaire was used to assess the variable of teachers' professional competence. Thus, 35 items were designed by conducting a qualitative study by document review method and by studying valid scientific documents and sources related to the subject. Which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-point and four-component spectrum. How to fit the four-component structure of the Teacher Professional Competence Questionnaire was investigated and maximum likelihood estimation (ML).

Findings show that all components of psychological empowerment and self-efficacy are positively and at a significant level of 0.01 correlated with the components of professional competence of teachers. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which were negative and significant at the level of 0.05, the other components of the two variables were negative and at a significance level of 0.01 with each other. They were correlated.

The results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers 'professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and significant way.