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Introduction

The role of teacher self-efficacy in promoting student metacognitive skills is a topic of growing interest in the field of education. Metacognitive skills refer to the ability to plan, monitor, and evaluate one’s own learning process. Teachers play a crucial role in developing these skills in students by providing appropriate learning opportunities and guidance. Teacher self-efficacy, which refers to teachers’ beliefs in their own ability to influence student outcomes, has been found to be a key factor in student success. This thesis aims to examine the relationship between teacher self-efficacy and student metacognitive skills, and to explore the strategies that teachers can use to enhance these skills in their students.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Theoretical Framework
2.2 Definition of Teacher Self-efficacy
2.3 Definition of Metacognitive Skills
2.4 The Importance of Metacognitive Skills in Education
2.5 The Relationship Between Teacher Self-efficacy and Student Metacognitive Skills
2.6 Strategies for Promoting Metacognitive Skills in Students
2.7 The Role of Teacher Training in Enhancing Teacher Self-efficacy
2.8 The Impact of Teacher Self-efficacy on Student Achievement
2.9 Empirical Studies on Teacher Self-efficacy and Metacognitive Skills
2.10 Gaps in the Existing Literature

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis
3.5 Ethical Considerations
3.6 Validity and Reliability
3.7 Limitations of the Study
3.8 Future Research Directions

Chapter 4: Discussion of Findings
4.1 Analysis of Data
4.2 Relationship Between Teacher Self-efficacy and Student Metacognitive Skills
4.3 Implications for Teaching Practice
4.4 Recommendations for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Practical Implications
5.4 Recommendations for Educators
5.5 Contribution to the Field of Education

Thesis Overview

The role of teacher self-efficacy in promoting student metacognitive skills is an important area of research in education. This thesis aims to explore the relationship between teacher self-efficacy and student metacognitive skills, and to provide insights into how teachers can effectively promote these skills in their students. The literature review will examine existing research on teacher self-efficacy and metacognitive skills, highlighting the importance of these factors in student success. The research methodology section will outline the methods used to investigate the research questions, including participant selection, data collection, and analysis. The discussion of findings will present the results of the study and discuss their implications for teaching practice. Finally, the conclusion will summarize the key findings of the thesis and offer practical recommendations for educators.

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