Role of teachers’ self-regulation in the promotion of pupils’ self-regulated learning.

Theoretical background

Over the past quarter century, research has indicated overwhelmingly the desirability of self-regulated learning (SRL). However, SRL classroom practices are not yet fully implemented in primary education (Dignath-van Ewijk & van der Werf, 2012). The role of teachers' developmental beliefs about good education, beliefs about SRL, previous teaching experiences with SRL, and school policy on SRL were found important contributors for far-reaching SRL practices (Authors, 2013; Fullan, 2007). In order to effectively promote SR processes, teachers' own SR capacities may also play a crucial role (Dembo, 2001). The present study explores teachers' SR of teaching practice and its potential role in promoting SRL in primary education.

Methodology

Research questions
* To what extent do teachers self-regulate their teaching practice?
* To what extent are differences in teacher SR explained by school or teacher level mechanisms?
* To what extent do teachers' SR strategies impact teachers' self-reported promotion of pupils' SRL?

Data collection and analyses. 806 teachers from 123 primary schools in Belgium were surveyed. Regression and multilevel random effects modeling were used.

Results

Teachers reported to self-regulate their teaching practice to a high degree. Significant correlations of teacher SR with teacher age, years of experiences or class level were not found. However, female teachers showed stronger SR strategies as compared to male teachers. Next, analyses showed that a small proportion (15%) of the differences in teachers' SR capacities were related to differences between schools. Finally, teacher SR significantly predicted teachers' reported SRL realizations, developmental beliefs, and SRL beliefs to a small degree. When adding SRL beliefs and developmental beliefs, however, the contribution of teacher SR became insignificant.

Conclusion

As schools differ in the level to which the teaching staff self-regulates classroom practices, strategies to increase teachers SR should reckon with school level mechanisms. Teachers' SR competence influences SRL promotion in a rather small and indirect way. Teacher SR might show closer relationship with more indirect forms of SRL promotion than measured through the SRLIT-scale.
In a subsequent study, results will be linked to qualitative data collected in all schools involved to further deepen insights.