A Study of Self-Regulation in Classroom Teachers

Autor/in	Herring, Natashia
Titel	A Study of Self-Regulation in Classroom Teachers
Quelle	In: BU Journal of Graduate Studies in Education, 12 (2020) 1, S.4-5 (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Management; Self Control; Classroom Environment; Teacher Behavior; Teacher Attitudes; Teacher Influence; Stress Variables; Well Being; Teacher Effectiveness; Teaching Conditions; Teacher Role; Time; Educational Resources + Suchen Sie Ihr Suchwort? Selbstmanagement; Selbstbeherrschung; Klassenklima; Unterrichtsklima; Teacher behaviour; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrolle; Zeit; Bildungsmittel
Abstract	Self-regulation is the ability to adjust one's level of energy to match the situation; monitor, evaluate and modify one's emotion; shift attention or ignore various stimuli; engage in social interactions in a sustained way; and connect and empathize with other people. This research explored self-regulation among teachers as a factor in student learning and co-regulation in the classroom environment. A quantitative survey and qualitative interviews answered the following research question: Overall, what are the impacts of the education system on teacher self-regulation? Exploring teacher perspectives opens the door to including their opinions on all aspects of the educational system and its impact on their wellness on a personal and professional level. The research aimed to promote a better awareness of teacher needs and of ways to support them, and to motivate the development of better student supports as a result. (ERIC).
Anmerkungen	Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01