Teacher self‐regulation: examining a multidimensional construct

Aydın, Yeşim Çapa; Sungur, Semra; Uzuntiryaki, Esen

doi:10.1080/01443410902927825

Cited by 60 publications

(49 citation statements)

References 21 publications

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“…311-321, April 2017 DOI: http://dx.doi.org/10.17507/tpls.0704. 10 Educational policy and administration, and most of the educational research community pay little or no attention to the emotions. What is at stake for them are increasingly rationalized, cognitively driven and behavioral priorities of knowledge, skill, standards, targets, performance, management, planning, problem-solving, accountability, decisionmaking, and measurable results (p. 812).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

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Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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“…Teachers' reflection activities were defined and analyzed based on the literatures on self-regulation (Pintrich, 2000;Schunk, 2012;Zimmerman, 2000Zimmerman, , 2002Zimmerman & Schunk, 2004) and teacher regulation (Bembenutty, 2007;Çapa-Aydın et al, 2009;Çapa-Aydın & Uzuntiryaki-Kondakçı, 2014;Randi, 2004;Taylor, 1994;Yetkin-Özdemir et al, 2014). Teachers' reflection activities were analyzed under three major themes: (i) evaluation, (ii) causal attribution, (iii) inference.…”

Section: Discussionmentioning

confidence: 99%

Middle School Mathematics Teachers’ Reflection Activities in the Context of Lesson Study

Bozkurt¹,

Yetkin-Ozdemir²

2018

INT J INSTRUCTION

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The aim of this case study is to define reflection activities of a lesson study group that consisted of three middle school mathematics teachers in Usak, Turkey. In the process, the participants worked in collaboration for about 5 months to implement three study lesson practices. The data were collected through observations in the reflection processes of the study lessons. Teachers' reflection activities were analyzed based on the literature of teacher self-regulation. As a result, lesson study encouraged teachers to make detailed and reliable evaluations, controllable causal attributions, and productive inferences for their teaching.

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“…Because self-regulation is a goal-oriented process (Zimmerman & Martinez-Pons, 1990) and teaching profession requires "on-going practice of reflection on practice and underlying assumptions" (Borko & Putnam, 1998, p. 3). Self-regulated teachers have dynamic evaluation of their functioning (Yesim et al, 2009), so they are expected to experience burnout less than those who are not self-regulated.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher Self-Regulation Scale (TSRS) -To measure teacher self-regulation, the researchers applied the Teacher Self-Regulation Scale (TSRS), designed by Yesim et al (2009). This scale is based on the model proposed by Zimmerman' s self-regulation.…”

Section: Maslach Burnout Inventory (Mbi)mentioning

confidence: 99%

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A mixed methods analysis of EFL teachers' self-regulated strategies and burnout

Royaei¹,

Ghonsooly²,

Ghanizadeh³

2015

IJRSP

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This study examined the link between self-regulation and burnout depletion among Iranian EFL teachers quantitatively and explored the burnout sources and various patterns of self-regulated strategies in different EFL levels qualitatively. For this aim, a total of 125 English language teachers teaching in various language institutes in Mashhad took part in this study. They completed two questionnaires: Teacher Self-regulation Scale (TSRS) and Maslach Burnout Inventory (MBI). The findings yielded via correlation analysis documented that there was a negative significant relationship between applying self-regulated strategies and burnout depletion. Subsequent data analyses via Stepwise Regression showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. Results from interview analysis revealed that teachers applied different self-regulated strategies at each level and experienced different burnout sources. The implications were further discussed with reference to earlier findings.

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Teacher self‐regulation: examining a multidimensional construct

Cited by 60 publications

References 21 publications

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Middle School Mathematics Teachers’ Reflection Activities in the Context of Lesson Study

A mixed methods analysis of EFL teachers' self-regulated strategies and burnout

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