Abstract

The present study aimed to test a structural model of teachers’ teaching metacognition based on school culture, with the mediating roles of teachers’ positive and negative emotions. This applied study employed a descriptive correlational design, and structural equation modeling was used to examine the relationships among the study variables. The statistical population consisted of all male and female teachers working in public schools in Sanandaj during the 2024–2025 academic year. From this population, 200 teachers were selected through convenience sampling based on Kline’s recommendation for structural equation modeling. Data were collected using the Teachers’ Achievement Emotions Questionnaire (Hong et al., 2016), School Culture Questionnaire (Alessandro & Sadh, 1998), and Teachers’ Teaching Metacognition Questionnaire (Jiang et al., 2016). Data were analyzed using structural equation modeling with SPSS 27 and AMOS 24. The findings indicated that the proposed model demonstrated an acceptable fit to the data. School culture (β = 0.214, p < .05) and teachers’ positive emotions (β = 0.603, p < .05) had significant positive relationships with teachers’ teaching metacognition. In contrast, teachers’ negative emotions were not significantly related to teaching metacognition (β = −0.074, p > .05). Furthermore, school culture had a significant indirect positive relationship with teachers’ teaching metacognition through teachers’ positive emotions (β = 0.168, p < .05). However, the indirect relationship between school culture and teachers’ teaching metacognition through teachers’ negative emotions was not statistically significant (β = −0.011, p > .05). Overall, the findings suggest that school culture is associated with teachers’ teaching metacognition through enhancing positive emotions and reducing negative emotions. Therefore, attention to the cultural and emotional dimensions of the school environment can provide a foundation for improving teaching quality and enhancing teachers’ educational performance.


Introduction
Developing competent and reflective teachers is one of the major challenges of contemporary educational systems. Effective teaching requires not only subject-matter knowledge but also the ability to consciously plan, monitor, evaluate, and regulate instructional processes. In this regard, teachers’ teaching metacognition plays a crucial role in professional development and instructional quality.
Metacognition, initially introduced by Flavell (1979), refers to individuals’ awareness of their cognitive processes and their ability to regulate these processes. It includes both metacognitive knowledge and regulation. In teaching contexts, teaching metacognition refers to teachers’ awareness and management of instructional thinking processes before, during, and after teaching activities (Jiang et al., 2016; Michalsky, 2020). It involves instructional planning, monitoring student learning, evaluating teaching effectiveness, and reflecting on instructional decisions.
Among contextual factors influencing teachers’ metacognition, school culture has received increasing attention. School culture includes shared values, beliefs, norms, and behavioral patterns that shape interactions and educational practices within schools (Barth, 2002; Lee & Louis, 2019). Supportive school cultures characterized by collaboration, trust, professional dialogue, and collective learning can provide opportunities for teachers to reflect on their practices and develop self-regulatory skills (Ozturk, 2022; Thien et al., 2023). In contrast, unsupportive environments may reduce psychological safety and limit teachers’ willingness to engage in reflective practices.
School culture may also influence teachers’ emotional experiences. According to cognitive appraisal theory, emotions emerge from individuals’ evaluations of situations, perceived control, and available resources (Frenzel et al., 2020, 2021). Supportive environments based on respect, participation, and cooperation may enhance positive emotions such as enjoyment and pride, whereas stressful and controlling environments may increase negative emotions such as anxiety and anger (Hong et al., 2016).
Teachers’ emotions are also closely related to cognitive and metacognitive functioning. Positive emotions can broaden attention, enhance cognitive flexibility, and facilitate planning, monitoring, and reflection (Fredrickson, 2004). Conversely, negative emotions may increase cognitive load, restrict attention, and interfere with self-regulatory processes (Pekrun et al., 2006; Boekaerts & Pekrun, 2015). Previous studies have demonstrated that teachers’ emotions influence instructional quality, classroom interactions, and professional behaviors (Frenzel et al., 2009, 2018, 2021; Huang et al., 2022).
Although previous studies have examined school culture, teacher emotions, and instructional processes separately, limited research has investigated the mechanisms through which school culture may influence teachers’ teaching metacognition, particularly considering positive and negative emotions as mediating variables. Therefore, the present study aimed to examine a structural model of teachers’ teaching metacognition based on school culture, with teachers’ positive and negative emotions as mediators.
The hypotheses were as follows:
1. School culture has a direct and significant relationship with teachers’ positive emotions.
2. School culture has a direct and significant relationship with teachers’ negative emotions.
3. School culture has a direct and significant relationship with teachers’ teaching metacognition.
4. Teachers’ positive emotions have a direct and significant relationship with teachers’ teaching metacognition.
5. Teachers’ negative emotions have a direct and significant relationship with teachers’ teaching metacognition.
6. School culture has an indirect and significant relationship with teachers’ teaching metacognition through teachers’ positive emotions.
7. School culture has an indirect and significant relationship with teachers’ teaching metacognition through reducing teachers’ negative emotions.


Method
The present study used a descriptive correlational design based on structural equation modeling. The statistical population included all teachers working in public elementary, lower-secondary, and upper-secondary schools in Sanandaj during the 2024–2025 academic year. Considering the complexity of the proposed model, the number of estimable parameters, and methodological recommendations for obtaining reliable estimates (Kline, 2015), 200 teachers were selected through convenience sampling. Data were collected using three instruments: the Teachers’ Achievement Emotions Questionnaire (Hong et al., 2016), the School Culture Questionnaire (Alessandro & Sadh, 1998), and the Teachers’ Teaching Metacognition Questionnaire (Jiang et al., 2016). Data were analyzed using structural equation modeling with SPSS 27 and AMOS 24. Confirmatory factor analysis was conducted to evaluate the measurement model, and the structural model was examined through path analysis and mediation testing.
Results
The results showed that the proposed structural model had an acceptable fit with the observed data. The findings demonstrated that school culture significantly and positively predicted teachers’ teaching metacognition (β= 0.214, p< .05). Moreover, teachers’ positive emotions had a significant positive association with teaching metacognition (β= 0.603, p<.05). However, teachers’ negative emotions did not significantly predict teaching metacognition (β=−0.074, p>.05). The mediation analysis revealed that school culture indirectly influenced teaching metacognition through teachers’ positive emotions, and this indirect effect was statistically significant (β= 0.168, p < .05). However, the indirect pathway from school culture to teaching metacognition through negative emotions was not significant (β= −0.011, p>.05).Overall, the findings suggest that a supportive school culture can enhance teachers’ teaching metacognition, particularly by fostering positive emotional experiences. Therefore, strengthening collaborative, supportive, and emotionally positive school environments may contribute to teachers’ reflective practices, instructional improvement, and educational effectiveness.