EXAMINING THE ROLE OF SELF-REGULATED LEARNING STRATEGIES IN ENHANCING TEACHER PROFESSIONALISM: INSIGHTS FROM PRIMARY TEACHERS IN NORTHERN THAILAND
DOI:
https://doi.org/10.22452/Keywords:
Self-Regulation, Learning Strategies, Professional Teacher, Professional Development, Learning BehaviorAbstract
As education systems confront rapid and sustained change, teacher professionalism increasingly depends on adaptive learning capacities and self-directed development. This study examines the role of self-regulated learning strategies as a pathway to understanding teachers’ professional learning and career development among in-service teachers and investigates the correlation between the teachers’ self regulated learning strategies and academic outcomes. Grounded in Zimmerman’s self-regulated learning model, the research investigates how cognitive, metacognitive, and motivational strategies contribute to teachers’ professional growth and ongoing development. The research involved 314 in-service teachers from schools in Northern Thailand. The Self-Regulated Learning Strategies for Professional Teacher Development Scale (SRL-PTD) was used to collect self-regulated learning strategies data. Descriptive statistics were used to analyze the self-regulated learning strategies performance, and a Spearman’s rank correlation coefficient test was conducted to evaluate the association between self-regulated learning strategies performance across the academic outcomes. Also, a one-way ANOVA was conducted to analyze the differences in self-regulatory strategies performance among academic professional groups. The results revealed that all dimensions of self-regulated learning strategies, cognitive regulation strategies, motivational regulation strategies, and behavioral regulation strategies, were reported at a high level, with behavioral regulation strategies showing the highest mean scores. Spearman’s rank correlation analysis indicated a significant negative relationship between teachers’ professional rank and the use of self-regulated learning strategies. Furthermore, the results revealed that self-regulatory strategy performance was statistically significant across academic professional ranks.
