School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Wesley Scott


Cognition, Metacognition, Motivation, Self-regulation Learning, Teacher Self-efficacy, Teacher Preparation, Teacher Professional Growth, Instructional Practices




Twenty-first century learners are growing in a world of rapid change that requires them to be lifelong learners. Due to the uncertainties of the future, education must shift to meet the needs of the new generation. Literature revealed that self-regulated learners have the capabilities of holding themselves accountable for their learning and adjusting to new environments. Thus, the purpose of the proposed study was to explore if there is a relationship between teachers’ years of experience and their self-efficacy toward implementing self-regulated learning practices. A quantitative correlation research design was used to determine if the two variables share a relationship. Using the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL), 262 K-12 public school teachers from the same district zone completed the online survey. A Pearson product-moment correlation coefficient (Pearson’s r) was used to assess if the two variables were linearly related, and if so, the degree of linearity. Results showed that there was not a statistically significant relationship between teachers’ years of experience and their overall teacher self-efficacy regarding the implementation of self-regulated instructional practices. Being that teachers determine the learning environment, it is imperative to conduct more studies that have teacher self- efficacy for self-regulated practices as key construct.

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