文章基本信息

标题：Predictors of Teachers' Self-Efficacy for Self-Regulated Learning among Saudi Teachers
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作者：Huda M Alenezy ; Yeo Kee Jiar ; Azlina Mohd Kosnin 等
期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2022
卷号：12
期号：3
页码：112-127
DOI：10.6007/IJARBSS/v12-i3/12271
语种：English
出版社：Human Resource Management Academic Research Society
摘要：Self-Regulated Learning (SRL) is an important process for students' independence and thus their academic development, especially with the increase of knowledge and the emergence of technology. Although SRL may not develop naturally, fortunately, it can be taught and learned. Therefore, the role of teachers is important in this regard. This descriptive study aimed to reveal the level of general and special education teachers’ self-efficacy in promoting self-regulated learning (SRL) in classrooms. Moreover, it investigated the extent of influence of teachers’ gender, area of specialization (General education and special education teachers), and years of experience in teachers' self- efficacy on the promotion of SRL. The study sample consisted of 142 male and female teachers in primary and middle schools in Riyadh. The study used Teacher Self-Efficacy to Implement SRL Scale (TSES-SRL) developed by (De Smul. et al., 2018). The results showed that teachers had a moderate degree of self-efficacy in terms of promoting SRL among their students. The variables of gender, years of experience and subject-area of specialization had no effect on teachers' self-efficacy in promoting SRL.