What Drives Metacognitive‐Identity Profiles for Primary School Teachers? A Latent Profile Analysis and Predictor Roles of Growth Mindset and Demographics

ABSTRACT Metacognition involves teachers reflecting on their knowledge and teaching practices and mobilising students' metacognition. Teachers' metacognitive regulation is necessary to promote students' learning and motivation. Additionally, teacher identity is a dynamic process that evolves through social interactions and relationships in the workplace. This study investigates the latent profiles of primary school teachers' metacognitive strategies and identities. It also examines how teacher growth mindset and demographic factors influence the membership prediction in these profiles. The participants of the study consisted of 303 primary school teachers working in various regions of Turkiye. Latent profile analysis (LPA) and ANOVA were used to analyse the data. The results revealed that four distinct profiles best represented the meta‐cognitive organising strategies and teacher identity constructs observed among primary school teachers. Latent profile analysis revealed four distinct teacher profiles: (a) Detached educators: teachers with low metacognition and moderate teacher identity: characterised by moderate professional identity and weak metacognitive regulation strategies, (b) Highly performed teachers: strong metacognition and teacher identity: exhibit a strong teacher identity and metacognitive regulation skills, (c) Balanced profiles: teachers with moderate metacognition and teacher identity: characterised by a balanced distribution in terms of identity and metacognition, (d) Struggling with identity: teachers with low teacher identity but moderate metacognition: exhibit medium level of meta‐cognitive regulation and the lowest level of teacher identity. ANOVA results show that there are significant differences between teachers' identity and meta‐cognitive strategy use according to the profiles.