Investigating the Relationship between the Application Curriculum Innovations and Metacognitive Skills in elementary teachers

Escalating pressures for change are evident across a broad spectrum of vocational education fields, as education are increasingly viewed as critical resources in competition for power in a globalizing world economy. Since education quality is widely viewed as one of the most important factors affecting educational outcomes, the effectiveness of curricula has become a focal point of concern in many national policy contexts. This study aimed to investigate the relationship between curriculum innovations and metacognitive skills were elementary teachers Isfahan in. The statistical population consisted of 1969 teachers of districts 1, 3 and 4 of Isfahan, 170 of whom were selected according to Morgan's volume formula and proportional sampling. Research data has been collected through standard questionnaire of metacognitive awareness MAI(1994) and curricula innovations which is prepared by research. In order to analyze the data, descriptive statistics including frequency, percentage, mean, standard deviation and of inferential statistics, Pearson correlation coefficient, ANOVA, t-test was used and not a single groupp. Results showed that significant relationship between Application of Art Curriculum Innovations and Metacognitive Skills in teachers. Teachers' metacognitive skills were above average.