Preschool teachers’ promotion of self-regulated learning in the classroom and role of contextual and teacher-level factors

Abstract

Throughout preschool years, young children achieve important gains in terms of self-regulated learning (SRL) development. Recent research highlights the importance of the role preschool teachers in promoting SRL skills. However, several factors affect teachers’ level of support in the classroom. The aim of this study was to investigate the frequency of preschool teachers’ practices to promote SRL. Also, contextual (class size and children’s age) and teacher-level (year of experience and teaching self-efficacy) factors affecting their practices were investigated. The study sample consisted of 210 Turkish preschool teachers. Data were obtained via self-report measures. The participants reported that they frequently implement practices that support self-regulated learning. However, they allocated the least time on children’s retrospective task reflections. Novice teachers reported more frequent SRL promotion than experienced teachers. The amount of SRL practices was affected by the class size. Teachers with more than 15 children reported less frequent SRL promotion. Also, more SRL promotion reported by teachers of older children (61-72 month olds) compared to younger children (48-60 month olds). Teacher self-efficacy was a strong predictor of teachers’ SRL promotion.