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Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia

Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study foc...

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Main Authors: Alenezy, Huda Mutlaq, Yeo, Kee Jiar, Mohd. Kosnin, Azlina
Format: Article
Language:English
Published: MDPI 2022
Subjects:
L Education (General)
LB1603 Secondary Education. High schools
Online Access:http://eprints.utm.my/104348/1/YeoKeeJiar2022_ImpactofGeneralandSpecialEducationTeachers.pdf
http://eprints.utm.my/104348/
http://dx.doi.org/10.3390/su14159420
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spelling my.utm.1043482024-02-04T04:07:39Z http://eprints.utm.my/104348/ Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia Alenezy, Huda Mutlaq Yeo, Kee Jiar Mohd. Kosnin, Azlina L Education (General) LB1603 Secondary Education. High schools Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses on the impact of teachers’ knowledge in their practices of SRL and identified the moderating effect of teachers’ gender on this impact. Using Pintirich’s model of SRL, the study designed the Teachers’ Knowledge of Self-Regulated Learning Scale, and it adopted Huh’s Teachers’ Practices Related to Developing Students’ SRL questionnaire to examine teachers’ knowledge and practices of SRL. The questionnaire was distributed online to over 318 Saudi teachers in secondary schools in Riyadh who were selected by using stratified sampling techniques. Teachers demonstrated high knowledge of SRL in all domains (cognition: M = 5.2, motivation: M = 5.38, behavior and emotions: M = 5.44) and medium SRL practices level in their classes (M = 3.5) with some reservation on their reaction and reflection, which were at the lowest average level. Furthermore, results revealed a direct and significant influence of teachers’ knowledge on the practice of self-regulated learning (SRL) (β = 0.183, t = 3.301, p = 0.000), and there was no moderate effect of teachers’ gender on the impact of teachers’ SRL knowledge on teachers’ SRL practices (β = −0.004, t = 0.064; p = 0.949). The results suggest the demand for more practical training programs for SLD teachers to increase their SRL application in practice. MDPI 2022-08 Article PeerReviewed application/pdf en http://eprints.utm.my/104348/1/YeoKeeJiar2022_ImpactofGeneralandSpecialEducationTeachers.pdf Alenezy, Huda Mutlaq and Yeo, Kee Jiar and Mohd. Kosnin, Azlina (2022) Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia. Sustainability, 14 (15). pp. 1-19. ISSN 2071-1050 http://dx.doi.org/10.3390/su14159420 DOI:10.3390/su14159420
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
LB1603 Secondary Education. High schools
spellingShingle L Education (General)
LB1603 Secondary Education. High schools
Alenezy, Huda Mutlaq
Yeo, Kee Jiar
Mohd. Kosnin, Azlina
Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
description Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses on the impact of teachers’ knowledge in their practices of SRL and identified the moderating effect of teachers’ gender on this impact. Using Pintirich’s model of SRL, the study designed the Teachers’ Knowledge of Self-Regulated Learning Scale, and it adopted Huh’s Teachers’ Practices Related to Developing Students’ SRL questionnaire to examine teachers’ knowledge and practices of SRL. The questionnaire was distributed online to over 318 Saudi teachers in secondary schools in Riyadh who were selected by using stratified sampling techniques. Teachers demonstrated high knowledge of SRL in all domains (cognition: M = 5.2, motivation: M = 5.38, behavior and emotions: M = 5.44) and medium SRL practices level in their classes (M = 3.5) with some reservation on their reaction and reflection, which were at the lowest average level. Furthermore, results revealed a direct and significant influence of teachers’ knowledge on the practice of self-regulated learning (SRL) (β = 0.183, t = 3.301, p = 0.000), and there was no moderate effect of teachers’ gender on the impact of teachers’ SRL knowledge on teachers’ SRL practices (β = −0.004, t = 0.064; p = 0.949). The results suggest the demand for more practical training programs for SLD teachers to increase their SRL application in practice.
format Article
author Alenezy, Huda Mutlaq
Yeo, Kee Jiar
Mohd. Kosnin, Azlina
author_facet Alenezy, Huda Mutlaq
Yeo, Kee Jiar
Mohd. Kosnin, Azlina
author_sort Alenezy, Huda Mutlaq
title Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
title_short Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
title_full Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
title_fullStr Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
title_full_unstemmed Impact of general and special education teachers' knowledge on their practices of self-regulated learning (SRL) in secondary schools in Riyadh, Kingdome of Saudi Arabia
title_sort impact of general and special education teachers' knowledge on their practices of self-regulated learning (srl) in secondary schools in riyadh, kingdome of saudi arabia
publisher MDPI
publishDate 2022
url http://eprints.utm.my/104348/1/YeoKeeJiar2022_ImpactofGeneralandSpecialEducationTeachers.pdf
http://eprints.utm.my/104348/
http://dx.doi.org/10.3390/su14159420
_version_ 1789940432907534336
score 13.211869

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