The purpose of the present study is to explore the utility of the
compressed version of the Metacognitive Awareness Inventory for Teachers
(MAIT-18) among in-service teachers. Knowledge of teachers’ awareness
of metacognition is required to support students’ self-regulation, with
the aim of establishing modern learning methods and life-long learning.
The participants in this study were teachers (N = 208) from different
sectors of vocational education. The data has been analysed using
structural equation modelling. The Confirmatory Factor Analysis
indicated good/acceptable model fit and convergence of each factor.
Moreover, alpha scores of the inventory signify that the inventory is
internally consistent. These findings reveal the utility of the MAIT-18
in measuring the Metacognitive Awareness of in-service teachers. Now,
that the utility of the inventory has been examined among in-service
teachers, comparative studies between in-service teachers and teacher
trainees as well as longitudinal studies are prospective.