Impact of Metacognitive Regularities on Work Efficiency of University Teachers: A Role of Multiple Moderator with Role Conflict and Organizational Factor

Abstract

Purpose: metacognitive regularities operate at multiple levels. Teachers encourage universities and evaluation-based activities at the individual level by promoting metacognitive controlled behaviors at the university level. Design: a structured questionnaire will be used to gather primary data for this study's empirical, deductive research design. A suitable sampling approach (such as stratified proportionate sampling) will be used to choose the target population, and statistical techniques like descriptive statistics and correlation analysis will be used to evaluate the data gathered in order to look at the regression. Findings: the study discovered that while role conflict did not moderate the concept and organizational factors somewhat reduced the minor impact of metacognitive regularity on work efficiency. Furthermore, the findings imply that metacognitive regularity are very strong variable which highly reduce the negativity impact of role conflicts and organizational factors. Originality: the significance mentioned the specific purpose to operationalized metacognitive regularities in university teachers’ practices nationally and internationally. Therefore, the sustainable developmental goals 4, 13 and 17 interrelations not just for technical or financial remarks but also provide excellence in work through efficient working methods, which serve as an unseen supporting for sustainable development by increasing efficacy by metacognitive regularities, which helps to accomplish agenda 2030's through desired educational achievements.