Primary teachers' beliefs about influences on the promotion of self-regulated learning

Research to date has extensively illustrated the contribution of self-­regulated learning (SRL) to students' success in both academic and later life. Despite primary teachers' overall positive orientation towards SRL, several processes still impede teachers' actual promotion of SRL in their classroom practices. The present paper therefore examines teachers' beliefs about characteristics on both teacher and school level, which could eventually enlighten the implementation of SRL practices in primary education. A total of 127 teachers were questioned through semi-­structured interviews. Results showed teachers to play the most important role in whether or not to engage in SRL promotion. Especially teachers' beliefs about SRL and the knowledge and skills to shape SRL environments affect SRL promotion. Also teachers' emotional state and SRL experiences are reported. School contextual influence is especially felt through the presence of a clear SRL school vision and policy concerning SRL promotion in school. Furthermore also a complex interplay of school leadership, teacher collaboration, professional development, support and the organization of the school system is considered to affect teachers' investment in SRL promotion. However, teachers defer to the extent that they are susceptible to contextual influences. The current study hypothesizes that the breadth of school contextual influence on SRL promotion depends on teachers' SRL beliefs and self-­regulatory capacities. The study results provide input for the design of school environments facilitative to SRL development.