Teachers' Self-Regulation: An Analysis of Their Levels and Perceptions
DOI:
https://doi.org/10.63556/ankad.v10i2.396Keywords:
Perception of self-regulation, self-regulation, teacherAbstract
The self-regulation process, the importance of which is increasingly understood in educational environments, has become an issue that needs to be emphasized for teachers who will teach students about self-regulation and guide them in this regard. Therefore, this study aims to analyze teachers’ self-regulation levels and examine their perceptions of self-regulation. General survey model is used in this study. The study group of the study consists of 123 teachers working in Kars. Self-Regulation Scale is used as a data collection tool to determine the self-regulation levels of teachers in the study, moreover, an open-ended question is asked “What is self-regulation? Explain" in order to determine teachers' perceptions on self-regulation. The results from the study show that the self-regulation levels of the teachers participating in the study are at a medium level. Teachers have high levels of self-reinforcement and low levels of self-monitoring and self-evaluation skills. There is no significant difference between male and female teachers in terms of levels of self-regulation. It is also determined that teachers cannot fully define self-regulation, but they have little knowledge about self-regulation processes.
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