Teacher Self-regulation Research Articles

Teacher Emotions and Teacher Self-Regulation: Insights from Teachers Perspectives

In this paper, we aimed to explore the connection between teacher emotion and self-regulation, the predictive power of teacher emotions on teacher self-regulation, and factors that influence teachers’ emotions. An exploratory sequential design was adopted in the study. Data was gathered from 403 teachers teaching actively in elementary grades in the quantitative dimension. In the qualitative dimension, a focus group interview was held with eight teachers. The Teacher Emotion Questionnaire (TEQ), The Teacher Self-Regulation Scale, and focus group interview questions were used to collect data. The quantitative data was analyzed through correlational analysis and simple linear regression analysis and the qualitative data was analyzed through content analysis. The quantitative findings demonstrated that teachers' pride and love in the profession significantly predicted teacher self-regulation levels; however, predicted only 2% of the variability in teacher self-regulation. The findings from the qualitative dimension seemed to explain why we did not find significant relationships between teacher self-regulation and teacher emotions. Emotions seem to be unrelated to teaching skills. Instead, the teachers attribute the source of their emotions mostly to external factors and individual characteristics to some extent.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

Teacher Self-regulation: Validation of Scales in Chile Applied with an Online Technological Tool

Teacher self-regulation is of great importance because it allows an organized and structured professional exercise, it also facilitates a successful performance of the teaching and learning process, allowing the teacher to monitor the effectiveness of their pedagogical practices and modeling of self-regulatory skills in students. The objective of this study was to adapt and validate scales to measure teaching self-regulation processes in Spanish and with evidence of its functionality by application of technological tools. The study was quantitative, with an instrumental design. The sample consisted of 204 secondary school teachers in Chile. The scales were adapted from the Teacher Self-regulation Scale and underwent back-translation procedures, cognitive interviews, confirmatory factor analysis, and reliability analyses. The results showed adequate validity and reliability estimators for seven scales corresponding to goal setting, intrinsic interest, performance goal orientation, goal mastery orientation, self-instruction, emotional control, and self-evaluation. In conclusion, the scales allow valid and reliable measurement of teaching self-regulatory processes.

A microanalysis study of EFL teacher self-regulation in COVID-19 emergency remote teaching

Abstract Teacher self-regulation is under-studied yet important especially for teachers of English as a foreign language (EFL) who need to conduct remote teaching over the internet due to COVID-19, known as emergency remote teaching (ERT). In light of the teacher development and self-regulation model that consists of the three phases of forethought, performance and self-reflection, this qualitative study applies the microanalysis method to explore how one novice-level and two master-level Chinese university EFL teachers self-regulated their ERT teaching. After synthetical term frequency analysis using jiebaR, we summarised a total of 14 teacher self-regulation strategies corresponding to the three phases and categorised them into ERT goals (three strategies), motivation for ERT (three strategies), self-control in ERT (three strategies), self-observation in ERT (one strategy), self-judgment from the ERT class (two strategies) and self-reaction from the ERT class (one strategy). We ended by proposing a tentative EFL teacher self-regulation model for ERT context. Implications are provided.

Covid-19 Pandemi sürecinde Yabancı Dil Öğretmenleri Arasında Öz-Dirençlik, Öz-Düzenleme ve Öğretmenlik Deneyimi Arasındaki İlişkinin İncelenmesi

Teachers are one of the most important factors in the success of any educational institution. Many things may be done to create an atmosphere favorable to good teaching, but ultimately, it is the teachers who determine the success of a program, especially on atypical days like Covid-19 period. There is no exception to the fact that language teachers play a key part in the effective learning of a language, which cannot be overlooked. In countries such as Turkey, where language acquisition happens mostly in formal classroom settings and where teachers, as the major source of language input to students, have a direct influence on their learning, the connection between teachers and students must be given considerable attention. Therefore, the goal of this study was to evaluate the relationship between self-resilience and self-regulation, as well as self-resilience and teaching experience, with a focus on the pandemic period when certain courses were not yet offered face-to-face. Sixty language instructors were chosen as participants for this purpose. Two questionnaires were used to obtain answers from participants: the Effective Language Teacher (ELT) and the Teacher Self-Regulation Scale. As the first step in data analysis, the Kolmogorov-Smirnov test was used to determine the kind of variable distribution. The Pearson correlation test was then utilized to investigate the study hypotheses in order to determine whether or not they were supported. These experiments confirmed the relationship between self-resilience and self-regulation and also a link between self-resilience and teaching experience was identified. Female teachers reported better levels of self-regulation than their male colleagues.

Indonesian Teachers’ Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching

It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.

Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education

Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance (rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students (rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

Teacher’s Self-regulation in Solving the Problem with Contradiction Information

The teacher's self-regulation in solving problems with contradictory information needs to be investigated because this certainly has an impact on students' self-regulation abilities. However, research related to this is still limited. Problem with Contradiction Information (PWCI) is appropriate to view self-regulation. This research is a case study which involved teachers in East Java, Indonesia and already have an educator certificate. There are 24 teachers as participants of this research, 14 females and 10 males. The objectives of this study describe how the teacher's response when completing PWCI and how the teacher's self-regulation when solving PWCI. Data were collected through tests and interviews. The results show that (1) There are two types of teacher responses in completing PWCI, the first type is the teacher who answers the questions directly without checking the provided information, the second type is the teacher who is thorough and cross-checks before working on the questions, (2) The emergence of self-assessment teacher regulation when completing PWCI is divided into four, namely, teacher self-regulation appears at the stage of understanding, implementing, re-checking and does not appear when completing PWCI. Most of the teachers are not aware of the contradictions in the questions given.

Instructional Strategies Toward Real-Time Online Teaching at an Informal English Institution: An Explanatory Study on Instructional Strategies

Studies on teachers’ self-regulation are abundant and still posit strategic relevance for teacher professional development. Nevertheless, such studies focusing on online learning are yet underrepresented within informal education contexts. Hence, this study aimed to investigate the teachers’ self-regulation in implementing the instructional strategies in real-time online teaching. This study was undertaken in an English course in an informal institution during the COVID-19 pandemic. Using the explanatory sequential method, the data were collected from sixteen teachers with different levels of classes in teaching, nine of whom are full-timers and seven part-timers. A set of questionnaires was adapted from TSRS (Teacher Self-Regulation Scale) by a five-point Likert scale to accommodate two variables, namely: (1) the strategies as self-regulated teachers, (2) the relation between the teacher’s self-regulation and instructional strategies in real-time online teaching. The other two open-ended questions were addressed to support the quantitative data. The findings demonstrate that the role of teacher’s self-regulation in teaching and implementing instructional strategies is essential in real-time online teaching. This concludes that the higher the self-regulation, the better it is for the mastery of instructional strategies and the positive output of real-time online teaching.

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

PurposeFor this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.Design/methodology/approachFollowing the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.FindingsBased on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).Research limitations/implicationsFuture studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.Practical implicationsIn effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.Social implicationsThe implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.Originality/valueThe implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

Pathways to Low-Income Children’s Self-Regulation: Child Temperament and the Qualities of Teacher–Child Relationships

ABSTRACT Research Findings: We examined low-income children’s temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children’s temperament and teachers reported on qualities of teacher–child relationships during fall. Direct assessments of self-regulation were conducted during the following spring and summer. Hierarchical regression models using SAS PROCMIXED were employed to account for nesting of children within classrooms. Bivariate analyses revealed that teacher-child closeness was positively associated with children’s self-regulation, and teacher-child conflict was inversely associated with children’s self-regulation. After controlling for demographic variables, regression analyses showed that higher levels of conflict combined with lower temperamental regulation was related to lower self-regulation. Lower levels of child temperamental regulation was related to higher self-regulation when teacher-child conflict was low. Practice and Policy: Findings suggest that reducing conflictual teacher-child conflict could be beneficial for children’s selfregulation, particularly for children with low regulatory temperament. A focus on enhancing teacher self-regulation, for example, through mindfulness practices, is a promising approach to reducing teacher-child conflict.

THE MOTIVATIONAL DYNAMICS OF EFL TEACHERS: GOAL-SETTING, INTRINSIC INTEREST, AND TEACHING EFFECTIVENESS

The prominence of teacher motivation in teaching practices and behaviors and its impact on student achievement is widely recognized in educational psychology. Nevertheless, English as a foreign language (EFL) teachers’ motivation and the factors influencing its development appear an uncharted domain. The following study attempted to explore EFL teachers’ motivation in relation to intrinsic interest, goal setting, and teaching effectiveness. The sample comprised 127 Iranian EFL teachers with their students (N= 500). The teachers were asked to complete a battery of two questionnaires. To assess teacher goal-setting and intrinsic interest, the researcher utilized the 'Teacher Self-Regulation Scale (TSRS )' designed by Yesim, Sungur, and Uzuntiryaki (2009). To gauge teacher motivation, 'The Work Tasks Motivation Scale for Teachers' designed by Fernet (2009) was employed. In the present study, this questionnaire was translated to Persian and then the translated version was validated in the Iranian context to pave the way for future studies on teacher motivation in Iranian context. To measure language teachers' performance and success in language teaching, the researcher employed the 'Characteristics of Successful Iranian EFL Teachers Questionnaire ' (CSIET) designed and validated by Moafian and Pishghadam (2009). The results of structural equation modeling (SEM) indicated that there were relatively strong interrelationships among the three variables (intrinsic interest, goal-setting, and job motivation). All of them were positive and significant predictors of teacher success, and intrinsic interest exhibited the highest impact. It was also found that intrinsic interest positively influenced job motivation. The SEM analysis also indicated that go Article visualizations: al-setting was positively influenced by both intrinsic interest and job motivation.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

Avaliação como autorregulação docente nos processos de ensino e de aprendizagem: um olhar do Grupo GEPES/UNIVALI

Este artigo trata de relatos de experiências do grupo GEPES/UNIVALI sobre a autorregulação da prática docente, por meio da avaliação de estratégias utilizadas no Ensino Superior. O objetivo geral foi revelar a autorregulação da prática docente a partir da avaliação das estratégias de ensino, no Ensino Superior. De um modo geral, justifica-se o estudo pela necessidade de se ampliar os conhecimentos sobre a temática e a urgência em se avançar em concepções e propósitos de como reconhecer a avaliação como processo interdependente da autorregulação da prática docente.A metodologiautilizada foia narrativa.O plano de desenvolvimento deste trabalho envolveu duas partes: a primeira situa a avaliação na referida área e a autorregulação nos processos de ensino e de aprendizagem e, a segunda descreve experiências sobre avaliação como autorregulação docente do processo de aprendizagem do grupo GEPES/UNIVALI. Os resultados demonstraram que a avaliação das diversas ações e estratégias diversificadas, diferentes e criativas, oportunizou a autorregulação da prática docente, bem como, contribuiu significativamente para a autoavaliação dos acadêmicos sobre as experiências, propiciando ajustes e melhorias nas disciplinas com resultados significativos visíveis e de transformação a cada novo semestre em que as professoras ministraram a disciplina

Implementation of a Technology-supported Three-stage Classroom Feedback System for Promotion of Self-regulation and Assessment of Student and Teacher Performance

Classroom feedback is essential to facilitate self-regulation and assessment of student and teacher performance. Here, the implementation of a technology (clicker)-supported classroom feedback system is described which provides students with three different levels of feedback: First, a direct computerized quantitative feedback; second, a dialogical external feedback from peers; and third, a class-wide qualitative external feedback from the teacher. This easy to set-up three-stage classroom feedback system which enables the application of several principles of good feedback practice triggered measurable learner and teacher self-regulation thereby improving the quality of learning and teaching.

A mixed methods analysis of EFL teachers' self-regulated strategies and burnout

This study examined the link between self-regulation and burnout depletion among Iranian EFL teachers quantitatively and explored the burnout sources and various patterns of self-regulated strategies in different EFL levels qualitatively. For this aim, a total of 125 English language teachers teaching in various language institutes in Mashhad took part in this study. They completed two questionnaires: Teacher Self-regulation Scale (TSRS) and Maslach Burnout Inventory (MBI). The findings yielded via correlation analysis documented that there was a negative significant relationship between applying self-regulated strategies and burnout depletion. Subsequent data analyses via Stepwise Regression showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. Results from interview analysis revealed that teachers applied different self-regulated strategies at each level and experienced different burnout sources. The implications were further discussed with reference to earlier findings.

Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context

Cognitive self-regulation is assumed to foster teachers' occupational well-being (their level of emotional exhaustion and job satisfaction), which directly impacts the quality of their work. We investigated (1) the factor structure of teachers' cognitive self-regulation, (2) whether self-regulation fosters teachers' job satisfaction by reducing emotional exhaustion, and (3) whether this relationship is moderated by gender and school track. Structural equation modeling (N = 664 German secondary mathematics teachers) confirmed the hypothesized second-order factor structure of teacher self-regulation. The positive effect of cognitive self-regulation on job satisfaction is mediated by emotional exhaustion and can be generalized across gender and school track.

An analysis of teacher practices with toddlers during social conflicts

Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed.

A tripartite model of EFL teacher attributions, burnout, and self-regulation: toward the prospects of effective teaching

The present study aims at delving into English as foreign language teachers’ attributions by investigating the role of teacher attributions in teacher burnout and teacher self-regulation. This is accomplished by building a causal structural model through which the associations among these constructs are estimated. The results demonstrate that the proposed model has a good overall fit with the empirical data. It is also revealed that internal and controllable attributions positively predict teachers’ self-regulatory skills, whereas teacher burnout is associated with external and uncontrollable attributions.