Teachers' Perceptions and Strategies for Promoting Self-Regulated Learning in Secondary Classes

Abstract

This study investigates secondary school teachers' perceptions and strategies for promoting self-regulated learning (SRL) in Sri Lanka. The objectives include assessing teachers' views on SRL, identifying strategies and technologies employed, evaluating the perceived effectiveness of these strategies, and analyzing challenges faced in fostering SRL. Engaging 440 teachers across Sinhala, Tamil, and English mediums from various school types, a structured online survey was administered to gather quantitative and qualitative data. Findings reveal that teachers generally recognize the importance of SRL, with a strong consensus on its teachability and applicability across subjects. However, uncertainty remains regarding students' innate self-regulation abilities. Significant differences in strategy use were noted among different mediums, with English medium teachers showing the highest agreement. A positive correlation was found between teachers' confidence in SRL strategies and their perceived effectiveness. Major challenges identified include insufficient resources, time constraints, and socio-economic factors affecting student motivation. The study concludes that while perceptions of SRL are largely positive, effective implementation is hindered by various barriers. Practical implications suggest prioritizing professional development, improving resource allocation, and fostering collaboration among educators. Future research should explore the long-term impact of SRL interventions and the role of parental involvement. By addressing these challenges, Sri Lanka can enhance self-regulated learning, ultimately improving academic outcomes for students.