Analine Apalla Acosta^1,, Joy SB Gaza¹

This dissertation study documented the metacognitive strategies used in teaching and learning in Junior High School. It also endeavored to discover the Instructional Leaders' support in utilizing varied approaches and developing an instructional design/framework for promoting metacognition among our Teachers and Leaders. This study used qualitative research with 60 respondents from Malabog National High School in the district of Albay. The study's findings revealed that mathematics teachers used varied metacognitive strategies in teaching and learning in Junior High School. The Instructional leaders utilized different support activities in the metacognitive strategies: classroom observations, extra-curricular activities, training and seminars, and mentoring/coaching. The data input in the study was from observation notes, interview transcripts, and related literature. It is concluded that the process used in teaching and learning provided an overview of how teachers practice metacognitive strategies. The leaders supported implementing various metacognitive learning activities to improve the mode of instruction and transfer of learning to the students. The study proposes the Jigsaw model of the metacognitive approach in secondary mathematics classrooms.

metacognition, metacognitive strategies, metacognitive learning environment, metacognitive knowledge, metacognitive skills, and teaching strategies