A study of the relationship meta-cognitive knowledge and amount of effective teaching among faculty members of public universities

The purpose of this study was to determine the relationship meta-cognitive knowledge, and effective teaching of public universities faculty members in city of Isfahan at the 1387-88 school year. This study was descriptive- correlation. Subjects were 82 faculty members (59 male and 23 female) and 820 students(468 male and 352 female). The instruments were Met-cognitive Awareness Inventory(MAI) that distributed among faculty members through proportional stratified sampling, and Effective‌‌ Teaching Indicators Questionnaire( ETIQ) that completed by students of selected faculty members through simple random sampling. The finding showed that there were significant correlation between the meta-cognitive knowledge scale scores and the effective teaching scale scores (P0/05). The difference between degrees wasn’t also significant in the both of meta-cognitive knowledge and effective teaching scales (P>0/05). The finding of analysis of regression also showed that meta-cognitive knowledge scale scores explain only 0/022 percent of variance in the effective teaching (P