Metacognitive strategies and work motivation in teachers: an empirical study

In teaching, work motivation is associated to high motivation of the students. Teachers with metacognitive attitude have highlevels of satisfaction in work and are able to manage their emotions in the relation with students. The purpose of this study is to verify the relationship between the use of metacognitive strategies in teaching and work motivation. The participants were Italianteachers working in primary and secondary Italian schools. Tests used for data detection were: Motivation, Emotions, Strategies and Teaching. Metacognitive Questionnaires for Teachers and Work and Organizational Motivation Inventory. Results showed positive correlations between metacognitive attitude work motivation and satisfaction.