2026-10-30T01:52:49Zhttps://bayburt-rdlopen.rawdatalibrary.net/oai/request

oai:bayburt-rdlopen.rawdatalibrary.net:bayburt/160282026-10-29T19:44:57Zopenairedrivercom_bayburt_10000col_bayburt_10001

Development and Validation of the Self-Regulated Teaching Scale (SRTS)Akeren, İhsanEğitim, Eğitim AraştırmalarıQuality education depends on the interaction among the student, the teacher, and the curriculum. Within this process, teachers play a central role in planning instruction, implementing teaching, and evaluating learning. In this context, self-regulated teaching refers to the deliberate regulation of teaching practices across the planning, implementation, and evaluation phases. This study aimed to develop and validate a scale measuring teachers’ self-regulated teaching skills on the basis of Zimmerman’s Self-Regulated Learning Model (Z’SRLM). An exploratory sequential mixed-methods design was employed. Qualitative data from three focus group discussions with 12 teachers were used to generate the item pool, yielding three dimensions: planning, implementation, and evaluation. After expert review and a clarity check with 75 teachers, exploratory factor analysis (EFA) was conducted with 226 teachers and produced a 17-item, three-factor structure. Confirmatory factor analysis (CFA) with an independent sample of 394 teachers supported the final modified three-factor model (χ²/df = 1.374, CFI = .962, TLI = .955, IFI = .963, RMSEA = .031, SRMR = .038). The correlated three-factor and second-order representations yielded equivalent global fit, and additional model-based indices indicated that the total score retained meaningful psychometric value as a complementary global indicator, although the scale was interpreted primarily at the subdimension level. Criterion-related validity was examined with 207 teachers using the Classroom Management Skills Scale (CMSS), and the correlations were positive and statistically significant (r = .438-.751, p < .001). Internal consistency coefficients ranged from acceptable to high across subdimensions, model-based indices supported cautious interpretation of the total score, and test-retest findings indicated acceptable temporal stability. Overall, the findings support the validity and reliability of the Self-Regulated Teaching Scale for use in research on teachers’ instructional practices.2026Articlehttps://rdlopen.rawdatalibrary.net/r/bayburt/16028https://doi.org/10.31592/aeusbed.1754726enAhi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisiinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://bayburt-rdlopen.rawdatalibrary.net/tr/items/bayburt/16028