Financial literacy has emerged as a concept that has rapidly increased in importance in the last twenty years. Financial literacy, a skill that can be acquired through education, is also included in the MEB and YÖK curricula. Similarly, the concept of metacognitive awareness is another important concept that emerges as the ability of individuals to think about their own thinking processes. The purpose of this study is to examine the relationship between the financial literacy levels and metacognitive awareness of secondary school teachers. The variables of the study were determined as gender, age, credit card usage status and how you evaluate your savings. The study used the relational research model, which is one of the quantitative research methods. The sample group consists of 394 secondary school teachers working in official secondary schools in a province located in the Northeast of Turkey in the 2023-2024 academic year. The data of the study were analyzed with the SPSS 27.0 package program. As a result of the study, it was determined that the financial literacy levels of secondary school teachers were lower than their metacognitive awareness, that the financial literacy levels of secondary school teachers did not show a significant difference according to the gender variable, but showed a significant difference according to the variables of age, credit card use and how you evaluate your savings. It was determined that there was no significant difference in the metacognitive awareness of secondary school teachers according to the variables of gender, age and how you evaluate your savings, but there was a significant difference according to the variable of using a credit card. Finally, it was concluded that there was a positive, significant and moderate relationship between the financial literacy attitudes and behaviors of secondary school teachers and their metacognitive awareness.

Financial literacy, metacognitive awareness, teachers