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INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2017
The current study examines the beliefs and knowledge of primary teachers about self-regulated learning (SRL). It also investigates the effects of gender, subject taught, and years of teaching experience on teachers' beliefs and knowledge about SRL. To this purpose, 80 teachers were chosen from different primary schools in Arar city of Saudi Arabia. Two questionnaires, "self-regulated learning teacher beliefs questionnaire (SRLTBQ)" and "teachers' knowledge of self-regulated learning" inventory (TSRLI), were used for data collection. Comparative descriptive design was used as the study design. The results of the study reveal that teachers' beliefs about SRL are high but that their knowledge of SRL are low. There is a significant correlation between the mean scores of teacher's reported beliefs about SRL and teacher' knowledge. The results also indicate that gender, subject taught, and years of experience have significant effects on some aspects of teachers' beliefs and knowledge.
Research papers in education, 2018
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school and teacher level are related to successful classroom implementation of SRL. Survey data was gathered from 331 teachers in 44 primary schools. A comprehensive theoretical model, identifying determinants on teacher and school level related to teachers' SRL implementation, was tested using structural equation modelling. Results indicate that teachers' beliefs and teacher self-efficacy are strongly related to SRL implementation. At the school level, the importance of a shared SRL vision and the engagement of teachers in reflective dialogue are highlighted with implications for the role of the school leader. Recommendations for future research and considerations for teachers' educational practice are discussed.
Journal of Education
In the persisting South African education crisis, low quintile schools are known for their lack of adequate resources, poorly trained teachers who lack content and pedagogical knowledge, overcrowded classrooms, and a lack of parental support. I used a qualitative, exploratory, descriptive design to explore South African low quintile school teachers' knowledge of self-regulated learning as well as their perceptions of how they develop self-regulated learning in learners. I conducted semi-structured interviews with 10 purposively and conveniently selected Grade 8 secondary school teachers. The participants hold positive beliefs about self-regulated learning but lack pedagogical knowledge to develop this. They also experience departmental pressure regarding curriculum coverage, assessment, and administration that inhibits their time to do so. The participants perceive their efforts to develop self-regulated learning as being weighed down because this is not a priority at school, with high pass rates in the Annual National Assessment and Senior Secondary School Certificate examinations taking precedence. Future research needs more classroom-based studies to determine how teachers might start to become more skilful at teaching self-regulated learning skills since the development of this is not an automatic process but needs to be supported in learners.
Perspectives in Education, 2020
Teachers are expected to be self-directed and to instil in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers' abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This interpretive basic qualitative study was intended to provide food for thought about the perceptions of South African and Namibian teachers regarding the development of self-regulated learning skills, differences in their perceptions as well as consistencies and inconsistencies between their perceptions and their actual teaching practices. Data were collected via observations and semistructured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of selfregulated learning (SRL) skills.
Predictors of Teachers' Self-Efficacy for Self-Regulated Learning among Saudi Teachers
International Journal of Academic Research in Business and Social Sciences, 2022
Self-Regulated Learning (SRL) is an important process for students' independence and thus their academic development, especially with the increase of knowledge and the emergence of technology. Although SRL may not develop naturally, fortunately, it can be taught and learned. Therefore, the role of teachers is important in this regard. This descriptive study aimed to reveal the level of general and special education teachers' self-efficacy in promoting self-regulated learning (SRL) in classrooms. Moreover, it investigated the extent of influence of teachers' gender, area of specialization (General education and special education teachers), and years of experience in teachers' self-efficacy on the promotion of SRL. The study sample consisted of 142 male and female teachers in primary and middle schools in Riyadh. The study used Teacher Self-Efficacy to Implement SRL Scale (TSES-SRL) developed by (De Smul. et al., 2018). The results showed that teachers had a moderate degree of selfefficacy in terms of promoting SRL among their students. The variables of gender, years of experience and subject-area of specialization had no effect on teachers' self-efficacy in promoting SRL.
Human, Technologies and Quality of Education, 2022, 2022
The term "self-regulated learning" (SRL) has been introduced in the system of education in Latvia comparatively recently with the introduction of the new competency-based curriculum in 2016, therefore, the aim of the study is to explore teachers' understanding and beliefs of the concept of self-regulated learning. Consequently, three research questions were posed: how teachers evaluate their SRL skills, what teachers understand by "self-regulated learning" and what teachers' most commonly offered activities for developing students' self-regulated learning skills are. The study consisted of several successive stages where the initial stage was to identify teachers' understanding of SRL, surveyed at the introductory part of a year-long in-service teacher training course aimed at enhancing teachers' proficiency in developing self-regulated learning skills in their students. The answers of 119 in-service teachers of grades 7-12 from all over Latvia were analysed according to the key words used to explain the concept of SRL. The data were used for planning teacher training courses and offering the most appropriate activities for elaborating teachers' competence in developing students' SRL skills. This article summarises the first results of the study reflecting teachers' understanding of SRL. Further research results will be published in the following articles. The second part of the research analyses teachers' offered activities for developing SRL skills at the online teacher experience exchange event attended by 344 teachers and reflects the results of the survey on teachers' most commonly used activities for introducing self-regulated learning in the teaching process offered by 143 teacher professional development event attendees.
The aim of this study was to investigate educator's perceptions of how learners' rights to safety affect disciplinary procedures in secondary schools in the Umbumbulu Circuit of KwaZulu-Natal. The paper adopted a qualitative approach, where semi-structured interviews were used to collect data from 10 purposively selected educators. The thematic analysis technique was employed to analyse the data. The main findings of the study indicated that educators had their own perceptions of how learners' rights to safety affect the way they attend to disciplinary issues when a learner has transgressed. The educators' perceptions of learners' rights to safety affect disciplinary procedures for many reasons, including poor understanding of relevant education laws and policies. The results also showed that teachers think that the legislation guiding teaching and learning, as well as disciplinary procedures, are marred with contradictions, which make discipline management not only difficult, but also exposes both the learners and the educators to unsafe environments. The study also indicated that the teachers are sensitive to learners' rights to safety, resulting in restricted attention to learners who are guilty of an offence in the school. In light of these findings, it was recommended that there should be a mandatory continuous in-service workshops for the educators, on how learner discipline can be maintained.
Teachers play a crucial role in promoting self-regulated learning (SRL). Although primary school teachers are favorably disposed towards the introduction of SRL in their own classroom, different influences prevent teachers from fully promoting SRL. Based on an extensive literature review, the present paper indicates teachers’ own self-regulatory competences as a critical determinant of SRL implementation in primary school. Self-regulated teachers attune their instructional approach to their own SRL skills, better understand SRL processes and become more effective in SRL promotion. The paper concludes by discussing the relation between teacher SR and the promotion of students’ SRL.
Teachers’ perceptions of how they develop self-regulated learning
Perspectives in Education
The aim of this paper is to present a case study of the perceptions of self-regulated learning (SRL) of 14 secondary township schoolteachers and their teaching behaviour to develop SRL strategies in their learners. A qualitative, exploratory, descriptive research design was used. Semi-structured interviews and lesson observations were conducted with 14 purposively selected secondary school teachers. Specifically, this study explores how participants use teaching strategies to promote various SRL strategies such as goal-setting and planning, time management, peer learning, and self-evaluation. Findings indicate that participants' teaching behaviour differ in terms of opportunities to encourage learners to become conscious of their learning processes as they use SRL strategies in different subjects across Grades 8-12 in the two township schools. Discrepancies have been noted between some lesson observations and teachers' perceptions of how they integrate strategies to develop SRL. The findings underline the importance of developing teachers' knowledge and the use of SRL teaching strategies to foster SRL learning and, hence, academic success.
Primary School Teachers' Self-Regulated Learning Skills
2011
Self-regulated learning (SRL) skills are very important in problem solving. It is important to strat to develop these skills from the first years of school. Thus, it is essential that primary school teachers master self-regulated learning skills and they know how to develop these skills in their pupils. In this article, we present the results of a research made among 31 primary school teachers regarding their self-regulated learning skills. The tool is a questionnaire developed specially for this purpose. This questionnaire has 19 questions, 16 items are related with the topic of the research and they are affirmations, which have to be evaluated by the respondents on a 5- point Likert scale: from 1- not at all typical for me to 5 - totally describes me. We have formulated the affirmations based on the theory of SRL. The results show that the respondents' problem analyzing and help-seeking skills are low, but their self-monitoring skills are good. When analyzing the problem, only...