Metacognition Proficiency Scale Designed For Preschool Educators (MEPS)

Through social transfers and adult-provided surroundings, children learn through observation and experience. The foundations of many skills are established throughout the preschool years. During this time, instructors' knowledge, abilities, and competences become more significant because they are important for children's skill acquisition in alongside formal schooling. The purpose of this study was to establish a reliable and strong instrument for assessing preschool instructors' metacognitive abilities. Convenience sampling was used to gather data from 414 preschool teachers using the survey methodology. The data was analyzed using Jamovi version 2.4.8, and SPSS 24.0 package packages. The validity of the construct was determined by applying factor analysis, both confirmatory and exploratory; content validity was tested through the application of the Lawshe Technique. Cronbach alpha values, item difficulty, item discrimination, and reliability were measured. The study led to the development of the Metacognition Proficiency Scale for Preschool Teachers (MEPS), which has 16 items, three dimensions (metacognitive competence, metacognitive knowledge, and metacognitive support), a Cronbach's alpha value of.75, and 77.817% of the total variance explained.