Document Type

Article

Publication Date

2025

DOI

10.3389/feduc.2024.1464350

Publication Title

Frontiers in Education

Volume

9

Pages

1464350 (1-18)

Abstract

Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills. Teachers are essential to promoting SRL in learners, yet infrequently teach these learning strategies in classrooms. We addressed three research questions: (1) How do K–5 teachers implement SRL in their teaching?, (2) How is the use of SRL strategies linked to their self-efficacy or confidence in teaching?, and (3) How do teachers differ in their use of SRL depending on school type (public vs. private)? Semi-structured interviews were conducted with 12 primary in-service teachers, sampled equally from one public and one private school, to explore their SRL practices. They frequently utilized SRL in implicit ways. Further themes included setting goals based on student needs, monitoring student progress, and thereby adapting instruction. Teachers were largely confident about incorporating SRL into their instruction. Public school participants relied on time management and tracked student progress in more summative ways than their private school counterparts.

Rights

© 2025 Greenquist-Marlett, Bol and Hill.

This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License. The use, distribution or reproduction in other forums is permitted, provided the original authors and the copyright owners are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Data Availability

Article states: "The raw data supporting the conclusions of this article will be made available by the authors without undue reservation."

Original Publication Citation

Bol, L., Marlett, S. G., & Hill, C. (2025). Teachers' perceptions of their self-regulated learning practices in elementary school classrooms. Frontiers in Education, 9, 1-18, Article 1464350. https://doi.org/10.3389/feduc.2024.1464350

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