Overview

This book explores the effect of metacognitive regularities on the work efficiency of university teachers through a mixed-methods study. Grounded in models of metacognitive regularities and work efficiency, Khadija Marvi’s study addresses a gap in existing research, as previous studies on metacognitive regularities have been limited to non-teaching groups. A significant insight from examining university teachers’ work efficiency is that teachers must be aware of metacognitive regularities relevant to the modern workplace. Marvi finds that university teachers demonstrated strong metacognitive regularities, which significantly and positively affected their work efficiency. The study recommends structured short-term training, self-analysis reporting, and daily reflective practices to further enhance efficiency and professional growth among teachers, ultimately contributing to improved universities effectiveness.

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9781680535983

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Khadija Muhammad Hussain Marvi is an M.Phil. graduate of the National University of Modern Languages in Islamabad, Pakistan. She has authored multiple articles on education and is currently pursuing her Ph.D. She earned a master’s degree from Hamdard University and her bachelor’s degree from Rana Liaquat Ali Khan Government College of Home Economics. Khadija Marvi’s work has been featured in the American Journal of Education and Practice, Creative Education, the International Journal of Social Science Bulletin, and Nurture Publishing Group. She has also taught as a science teacher and worked as an academic coordinator.

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