Primary school teachers realization levels of self-regulated learning practices and sense of efficacy

Abstract

The purpose of this study is to investigate primary school teachers’ realization levels of self-regulated learning practices and sense of efficacy and the relationship between their realization levels of self-regulated learning practices and sense of efficacy. Survey research was conducted on 400 primary school teachers from 20 elementary schools in Mersin, a city in Turkey. The schools in the sample were determined randomly. The research data were collected by “Self-Regulated Learning Inventory for Teachers” developed by Lombaerts et al. and adapted into Turkish by the researcher and “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran ve Woolfolk Hoy and adapted into Turkish by Capa et al. According to the results of the research, teachers realized self-regulated learning practices at the “very often” level and perceived themselves as quite efficient. It was also found that there was a significant relationship between primary school teachers’ realization of self-regulated learning practices and their sense of efficacy. Key words: Primary school teacher self-regulated learning, sense of efficacy