HIGHER QUINTILE SCHOOLTEACHER’S BELIEFS OF PERSONAL AND CONTEXTUAL CHALLENGES IN PROMOTING SELF-REGULATED LEARNING SKILLS

Abstract

Ponte Academic JournalJun 2023, Volume 79, Issue 6 HIGHER QUINTILE SCHOOLTEACHER’S BELIEFS OF PERSONAL AND CONTEXTUAL CHALLENGES IN PROMOTING SELF-REGULATED LEARNING SKILLSAuthor(s): Vanishree Ragvan ,Bernadette Geduld, Byron BuntJ. Ponte - Jun 2023 - Volume 79 - Issue 6 doi: 10.21506/j.ponte.2023.6.2 Abstract:The province of KwaZulu-Natal in South Africa has manifested a myriad of contextual factors that impact on the academic performance of learners. Researchers emphasize the importance of self-directed teachers and self-regulated learners to foster 21st century skills to improve academic results in schools. Challenges exist regarding the development self-regulated learning skills (SRL). To test the assumptions that higher quintile schools are generally well-resourced and have favourable teaching environments for the development of SRL skills, we conducted a qualitative study which utilized semi-structured interviews to collect data from 16 secondary school teachers. We explored their beliefs of personal and contextual challenges in developing SRL skills. Higher quintile schoolteachers, like lower quintile schoolteachers, experienced personal, and contextual challenges to develop SRL skills. This will change how the Department of Basic Education motivates teachers and present professional development courses to enhance pedagogical knowledge of SRL skills development. Download full text:Check if you have access through your login credentials or your institution Username Password