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

Fabiola Sáez-Delgado (), Yaranay López-Angulo, Javier Mella-Norambuena, Catherine Baeza-Sepúlveda, Carolina Contreras-Saavedra and Gisela Lozano-Peña
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Fabiola Sáez-Delgado: Centro de Investigación en Educación y Desarrollo (CIEDE), Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
Yaranay López-Angulo: Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción 4330000, Chile
Javier Mella-Norambuena: Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción 4330000, Chile
Catherine Baeza-Sepúlveda: Programa de Magíster en Ciencias de la Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
Carolina Contreras-Saavedra: Programa de Doctorado en Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
Gisela Lozano-Peña: Programa de Doctorado en Educación, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile

Sustainability, 2022, vol. 14, issue 24, 1-21

Abstract: 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.

Keywords: teacher self-regulation; student self-regulation; secondary education; quantitative study (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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