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.

Available for download on Thursday, May 14, 2020

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