إستخدام مهارات ما وراء المعرفة والدافعية الأكاديمية حسب نموذج (music) للتنبؤ بالكفاءة التدريسية لدى معلمي اللغة الانجليزية في محافظة معان
The study aimed to use metacognitive skills and academic motivation according to the (MUSIC) model to predict the teaching efficiency of English language teachers in Ma'an Governorate. The three study tools were applied after ensuring their validity and reliability; They are: the teacher metacognitive skills questionnaire, which consists of (18) items distributed on three dimensions (planning, monitoring, and evaluation), and the academic motivation questionnaire according to the (MUSIC) model, which consists of (26) items distributed over five dimensions (empowerment, benefit, and success, benefit, and care), and the teaching competency scale consisting of (30) items distributed over four dimensions (professional competencies in the planning dimension, professional competencies in the implementation dimension, professional competencies in the evaluation dimension, and personal competencies for the teacher), on a random sample consisting of ( 253) one of the English language teachers in Ma'an Governorate. The results of the study showed that the English language teachers in Ma'an governorate have an average level of combined metacognitive skills, where the three dimensions came in order: planning, then evaluation, and finally camethe dimension of observation. And that the level of academic motivation according to the (MUSIC) model combined (high), where (success) came in the first place with a level of (high), followed by (empowerment) in the second place with a level of(high), and (Interest) came in the third place with a level of (high), followed by (caring) in the fourth place with a level of (high), and finally the dimension of (usefulness) came in the last rank with a level (high). Respectively. And that the level of teaching competence as a whole is high, as only one dimension came at a very high level, which is (the teacher’s personal competencies), and three dimensions came at a high level, which are (professional competencies in the implementation dimension, professionalcompetencies in the evaluation dimension, and professional competencies in the planning dimension), respectively.The study also showed a predictive ability of five independent variables (empowerment, usefulness, success, interest, caring) on teaching efficiency. The study recommended encouraging curricula authors to develop educational curricula and to include meta-knowledge skills and apply them within the teaching content of courses at various academic levels. (Published abstract)