Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students’ Metacognition

<p style="text-align: justify;">Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed experimentally examine effect collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, see different effects EM metacognition as affected by TCMF individual teaching (ITMF), qualitatively probe into perceptions collaboration. The quantitative conducted a quasi-experimental method involving 44 students. A valid reliable scale adopted from previous was utilized instrument data collection. qualitative interviews with 8 selected purposively, were analyzed interactively reach credible information. This revealed positively significantly metacognition. contributed better than ITMF did. perceived developed their skills, continuously supporting critical thinking intercultural communicative competence, problem-solving skills. Limitations, implications, recommendations for further research are discussed.</p>