The paper emphasis on the teaching learning process by evaluating the Emotional Maturity and Metacognition of high school teachers. Metacognitive strategies are essential for the teachers of 21st century. This may enable teachers to successfully cope with and handle new situations. For this they should be able to regulate their thinking. So, it is the main duty of a teacher to impart knowledge and also they should make the students to think and to think over their thinking and to act accordingly. The metacognitive knowledge is encompassed with all the information about a proposed task that is available to a teacher. The emotional maturity of teachers should find expression in all domains, whether it is teaching, talking, playing, or walking. Emotionally mature teachers are likely to produce emotionally balanced learners and this transfer of maturity enables a teacher to manage or control his class irrespective of the conditions it has. If the teachers are emotionally matured, they can manage the situations effectively. When the teachers think, plan, and be aware of their classroom activities, they would be emotionally balanced and stable. The research was a survey type, which consists of random sampling of 800 high school teachers in Dindigul and Madurai districts. The investigator has constructed and validated the Metacognition Scale and Emotional Maturity Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation, and 't'-test and correlation. The result showed that there is significant relationship between the Emotional Maturity and Metacognition of high school teachers.
