The Interplay of Metacognition and Psychological Empowerment in the Workplace: Exploring the Interrelationship from the Government and Private School Teachers

Abstract

Introduction This research investigates the complex relationship between metacognition and psychological empowerment among teachers in both government and private schools. Psychological empowerment entails giving workers the capacity to make decisions, exercise autonomy, and assume responsibility, therefore cultivating a feeling of ownership and accountability. Methods The descriptive statistics reveal that government instructors consistently possess metacognitive knowledge, but private school teachers exhibit a greater level of skill. Psychological empowerment and metacognition show positive relationships, highlighting the connection between enhanced metacognitive skills and greater professional empowerment. When comparing government and private instructors, it is evident that private school teachers possess advanced metacognitive abilities and experience greater degrees of psychological empowerment. Results There are no substantial disparities in metacognitive knowledge across the genders. Nevertheless, females exhibited superior performance in the domain of Self-Determination. The study reinforces on significance of metacognition in promoting psychological empowerment, providing empirical data in support of this emerging area of research. The results indicate that fostering metacognitive abilities might augment teachers' psychological empowerment, hence impacting their motivation, job satisfaction, and overall workplace effectiveness. Conclusion Ultimately, the present study offers a significant understanding of the interrelated processes between metacognition and psychological empowerment, highlighting its importance in both educational and professional contexts.