Metacognitive Regulation Strategies for Managing Pedagogical Stress: Implications for Enhancing Teaching Quality In Higher Education

Usmonova Surayyo Muxidinovna

doi:10.47134/pjp.v2i3.3920

Authors

Usmonova Surayyo Muxidinovna Bukhara State University

DOI:

https://doi.org/10.47134/pjp.v2i3.3920

Keywords:

Metacognitive Regulation, Pedagogical Stress, Teaching Quality

Abstract

This study investigates the role of metacognitive regulation strategies in managing pedagogical stress and enhancing teaching quality among higher education instructors. The primary aim is to explore how instructors' self-awareness, self-monitoring, and self-control can contribute to reducing stress while fostering instructional effectiveness. Using a qualitative approach supported by surveys, interviews, and classroom observations, the research identifies the most common stressors faced by educators—ranging from institutional demands to student engagement challenges—and how these are mitigated through systematic reflection and adaptive teaching practices. Results demonstrate that instructors who consistently engage in metacognitive strategies such as planning, emotional regulation, and real-time lesson evaluation experience a noticeable decrease in stress levels. Furthermore, these educators report enhanced clarity in communication, improved responsiveness to student needs, and increased professional motivation. The findings highlight that metacognitive regulation not only improves psychological well-being but also drives pedagogical innovation and student satisfaction. Despite its proven benefits, the integration of these strategies into professional development remains limited. Therefore, this study recommends structured training programs and institutional support to embed metacognitive practices within faculty development initiatives, contributing to more sustainable and effective teaching environments in higher education.

References

Alqarni, N.A. (2021). Well-being and the perception of stress among EFL university teachers in Saudi Arabia. Journal of Language and Education, 7(3), 8–22. https://doi.org/10.17323/JLE.2021.11494

Barrett, B. (2024). Mindful Eco-Wellness: Steps Toward Personal and Planetary Health. Global Advances in Integrative Medicine and Health, 13. https://doi.org/10.1177/27536130241235922

Decker, K.B. (2023). Students’ experiences of reflective practices as pedagogy in early childhood higher education. Journal of Early Childhood Teacher Education, 44(3), 261–287. https://doi.org/10.1080/10901027.2021.2020938

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

Golovina, Y.Y. (2022). On the Need and Opportunities for Digitalization of the Educational and Methodological Support of the Educational Process in the Context of Improving Its Quality Indicators. Studies in Big Data, 110, 3–12. https://doi.org/10.1007/978-3-031-04903-3_1

Hajar, A. (2022). Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education, 10(2). https://doi.org/10.1002/rev3.3358

Hoppe, P. (2023). Physical and psychological strain in upper Austrian elementary school teachers – an observational study. Ergonomics, 66(4), 554–568. https://doi.org/10.1080/00140139.2022.2100927

Iosif, L. (2023). Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education. International Journal of Environmental Research and Public Health, 20(3). https://doi.org/10.3390/ijerph20031782

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.

Mensonen, M. (2024). The experiences of social and health care and health sciences educators of implementing hybrid teaching in higher education: A qualitative study. Nurse Education Today, 133. https://doi.org/10.1016/j.nedt.2023.106079

Miguel, C. (2021). Impact of covid-19 on medicine lecturers’ mental health and emergency remote teaching challenges. International Journal of Environmental Research and Public Health, 18(13). https://doi.org/10.3390/ijerph18136792

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219–225.

Ramos, D.K. (2023). Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15134-8

Riquelme, E. (2023). Emotions of University Professors and Students in Times of Pandemic: An Analysis from the Perspective of Resilience in Chilean Higher Education. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060561

Sacré, M. (2023). Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1136940

Samala, A.D. (2024). Social Media in Education: Trends, Roles, Challenges, and Opportunities for Digital-Native Generations – A Systematic Literature Review. Asian Journal of University Education, 20(3), 524–539. https://doi.org/10.24191/ajue.v20i3.27869

Sánchez-Oñate, A. (2023). Perspectives on emergency remote teaching during the COVID-19 pandemic in four Latin American countries. Edutec, 83, 173–187. https://doi.org/10.21556/edutec.2023.83.2655

Sardegna, V.G. (2022). Exploring How YouGlish Supports Learning English Word Stress: A Perception Study. Second Language Learning and Teaching, 165–184. https://doi.org/10.1007/978-3-030-98218-8_10

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.

Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149–157.

Spooner-Lane, R. (2017). Mentoring beginning teachers in primary schools: Research directions and global trends. In S. Garvis & D. Pendergast (Eds.), Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 11–28). Sense Publishers.

Torbjørnsen, A. (2021). Enhancing students’ learning experiences in nursing programmes: An integrated review. Nurse Education in Practice, 52. https://doi.org/10.1016/j.nepr.2021.103038

Zaim, M. (2024). AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100335

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.