(1) Background: Metacognition plays a crucial role in education, with teachers’ metacognitive awareness being a critical determinant of effective teaching and learning. Despite its importance, validated instruments for assessing teachers’ metacognition are scarce, especially in non-English-speaking contexts. This study aims to adapt and evaluate the psychometric properties of the Metacognitive Awareness Inventory for Teachers (MAIT) to the Romanian cultural and educational contexts. (2) Methods: After rigorous cross-cultural adaptation procedures, including translation, back-translation, and expert review, the MAIT was administered to 444 Romanian teachers (86.5% female, mean age = 47.18 years, SD = 8.92). Exploratory and confirmatory factor analyses were conducted to assess the structural validity of the instrument. (3) Results: A 21 item second-order two-factor model including knowledge of cognition (KC) and regulation of cognition (RC) showed good fit indices (χ²/df = 3.5, CFI = 0.965, TLI = 0.96, SRMR = 0.023, RMSEA = 0.075). Limitations of the study are discussed.

Teachers’ occupational well-being is increasingly recognized as relevant for instructional quality, teacher retention, and student outcomes, yet research in Romania lacks a psychometrically examined instrument aligned with the multidimensional OECD framework. This study aimed to adapt the OECD-aligned Teachers’ Occupational Well-Being scales for use in the Romanian educational context and to provide preliminary evidence regarding their psychometric adequacy. A non-probabilistic convenience sample of 444 Romanian teachers completed the translated questionnaire. Post-stratification weights were computed through survey raking based on national distributions of age, gender, and school location. The psychometric evaluation combined confirmatory factor analysis, diagnostic exploratory factor analysis, model refinement, and a weighted sensitivity analysis. The refined Romanian version broadly preserved the multidimensional architecture of the original framework, although several items required removal and some model modifications were introduced. Model fit ranged from acceptable to good overall, with internal consistency generally satisfactory; psychometric performance was most robust for the cognitive and social well-being subscales, whereas the physical/mental and subjective well-being subscales showed more mixed results and warrant more cautious interpretation. Overall, while the adapted scales provide a preliminary tool for future research, independent external validation using probabilistic samples and external criteria remains necessary.

During the Covid-19 pandemic, most educational activities moved from classroom-based to online for extended periods of time, raising questions about the possible negative impact on the students’ (and teachers’) health and wellbeing, as well as on the educational outcomes. The study described in this paper started with the assumption that the time spent online is a measure of the changes induced by the pandemic in the structure of students’ daily life activities, and tried to find correlations between this variable and their subjective and psychological wellbeing. Participants were 98 students with ages between 14 and 21 from Romania. We found that, contrary to the common belief, there is no correlation between the increased amounts of time spent online and lower levels of the students’ wellbeing. This is most likely due to the fact that most adolescents already used to spend a lot of time online even before the lockdown. We conclude with a defense of online education, which – in our opinion - should not be held responsible for the decline of the students’ wellbeing during the Covid-19 lockdown.