Date of Award
Spring 2020
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Interdisciplinary Studies and Professional Development
Committee Chair
Dr. H. Quincy Brown
Committee Chair School
Interdisciplinary Studies and Professional Development
Committee Member 2
Dr. Heather M. Annulis
Committee Member 2 School
Interdisciplinary Studies and Professional Development
Committee Member 3
Dr. Cyndi H. Gaudet
Committee Member 3 School
Interdisciplinary Studies and Professional Development
Committee Member 4
Dr. Dale L. Lunsford
Committee Member 4 School
Interdisciplinary Studies and Professional Development
Abstract
Self-regulated learning (SRL) instruction develops essential competencies required in the classroom and the workplace (Johnson, 2002; Yan, 2017). SRL instruction helps learners develop the proficiency required for successful self-directed, life-long learning. Furthermore, SRL instruction produces the skills needed to plan, monitor, and achieve learning goals. However, SRL instructional techniques are difficult to implement in the classroom or workplace because educators must transfer learning responsibilities and outcomes to the learner. This study examined the relationships of teacher subject area, teacher beliefs, and teacher efficacy on the use of SRL instruction. The participants included PK-12 teachers from a public-school district in Alabama. The majority of participants were female teachers (81%) between 31 to 50 years old. This study collected data using a hard copy questionnaire. Data analysis employed quantitative techniques such as descriptive statistics, analysis of variance, simple, and multiple regression analysis. This study did not find statistically significant relationships between teacher subject area, teacher beliefs, and the use of SRL instruction. However, this research project did discover a relationship between teacher efficacy and the use of SRL instruction. Findings suggest that participants in this population believe self-regulated learning is important; however, lack of teacher efficacy limits implementation of SRL instruction.
Copyright
Coggin, 2020
Recommended Citation
Coggin, Jeffrey, "Self-Regulated Learning Instruction’s Relationships with Teacher Subject Area, Teacher Beliefs, and Teacher Efficacy" (2020). Dissertations. 1793.
https://aquila.usm.edu/dissertations/1793