The present study examined difference between metacognition of English and science teachers in secondary schools. The sample of the study consisted of 100 English teachers and 100 science teachers. Metacognition of the teachers was measured using metacognitive awareness inventory. Results further indicated that science teachers performed better than English teachers on metacognitive inventory. Results further indicated that teaching experience of teachers significantly accounted for difference in metacognitive awareness inventory (MAI) score of teachers. The study did not found any significant gender differences in the metacognitive awareness of teachers. The study recommended that more researches may be conducted on metacognition so that a clear picture of its effects could be determined.
English, Metacognition, Science
