Metacognitive Thinking and Its Relationship To Cognitive Ability Of School Principals In Riyadh To Solve Administrative Problems Creatively

Abstract

The present study aimed to investigate the relationship between the metacognitive thinking among school principals in Riyadh, and their ability to solve administrative problems creatively. The sample consisted of (200) as director, of the civil principals in the city of Riyadh were selected randomly, and make up almost (80%) of the study's society (250) principals. The Arabized form of the metacognitive thinking scale developed by Cherau and Densen (Schraw and Dennison 1994). It is consists of (52) items, and measures the three-dimensional organization of knowledge. learn knowledge, and knowledge processing. The researchers, by reference to previous studies and theoretical frameworks, try to develop the administrative problems scale Creatively. The validity and reliability of the two scales using appropriate methods properties were confirmed. The results of the study indicate that the metacognitive thinking among civil principals in Riyadh was moderate. The study showed also that there were no statistically significant differences in metacognitive thinking among civil principals in Riyadh due to gender, experience, or their speciality. The results indicated the presence of a statistically significant correlation between metacognitive thinking and cognitive ability over civil principals in Riyadh to solve administrative problems creatively, and the study concluded that a set of recommendations.