Teacher self-regulation: examining a multidimensional construct

Capa-Aydin Y., SUNGUR S., Uzuntiryaki E.

EDUCATIONAL PSYCHOLOGY, vol.29, no.3, pp.345-356, 2009 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 29 Issue: 3
  • Publication Date: 2009
  • Doi Number: 10.1080/01443410902927825
  • Journal Name: EDUCATIONAL PSYCHOLOGY
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.345-356
  • Keywords: teacher self-regulation, teaching efficacy, confirmatory factor analysis, ACHIEVEMENT, MOTIVATION, EFFICACY, STUDENTS, GOALS
  • Middle East Technical University Affiliated: Yes

Abstract

This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a series of confirmatory factor analyses with different samples, this nine-factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self-regulation and teachers' sense of efficacy. Results indicated that the Teacher Self-Regulation Scale can be utilised as a valid and reliable instrument to assess teachers' self-regulatory strategies.