EXPLORING TEACHER BELIEFS AND PRACTICES TO ENHANCE SELF-REGULATED LEARNING IN GOVERNMENT SCHOOLS IN MALDIVES

Authors

  • Zidhna Waheed Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia
  • Jacquline Tham Dr., Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia
  • Ooi Boon Keat Dr., Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia

DOI:

https://doi.org/10.46827/ejes.v11i3.5248

Keywords:

Self-regulated Learning (SRL), Self-Regulated Teacher Beliefs Scale (SRLTBS), teacher beliefs, teacher attitudes, classroom practices

Abstract

This study explored how teachers perceive self-regulated learning (SRL) and their beliefs through a mixed-methods approach. The Self-Regulated Teacher Beliefs Scale (SRLTBS) was administered to 49 teachers in Fuvahmulah City and Laamu Atoll schools to gauge their views on SRL. Five of the 49 participating teachers were selected based on specific criteria for further observation and interviews. The questionnaire responses showed that teachers had a moderately positive attitude toward SRL but lacked comprehension in certain areas, such as SRL planning stages, goal setting, and methods to stimulate students' self-motivation. The classroom observations and interviews revealed that while teachers could articulate effective SRL teaching strategies, these ideas were not consistently implemented in the classroom. Teachers' actions promoted SRL during learning monitoring, but weaknesses were noted in the planning and assessment phases. Triangulating these findings highlights the link between positive beliefs and more comprehensive SRL application, yet gaps in planning and evaluation suggest a need for targeted professional development. Also, most teacher behaviors that supported SRL were implicit rather than explicitly teaching the required skills.

 

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Author Biographies

  • Zidhna Waheed, Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia

    Zidhna Waheed is a PhD Student at Management and Science University in Malaysia, specializing in Education, focusing on Formative Assessment. She is passionate about advancing educational practices in Maldives and other developing countries. As a promising researcher, Zidhna aspires to reassess educational policies and practices in the Maldives and make practical recommendations, influenced by the local context. She currently serves as a Deputy Minister for the Maldives Ministry of Higher Education, Labor, and Skills Development, and is a visiting lecturer at the Islamic University of Maldives, Zikura International College, and Mandu College in Maldives.

    Email: zidhnaw@gmail.com

    ORCID ID: https://orcid.org/0009-0006-4387-4586

  • Jacquline Tham, Dr., Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia

    Jacquline Tham (PhD) is an Associate Professor at Management and Science University, Malaysia. Her main research interests include marketing, virtual banking, finance and management, and research methods. She has published extensively in leading international journals and authored several books and chapters. Her works have been extensively cited in the academic fields and is a highly respected scholar in Malaysia.

    Email: jacquline@msu.edu.my   

    ORCID ID: https://orcid.org/0000-0003-0966-2425

  • Ooi Boon Keat, Dr., Graduate School of Management (GSM), Management and Science University (MSU), Selangor, Malaysia

    Ooi Boon Keat (PhD) is an Associate Professor at the School of Education and Social Sciences at Management and Science University (MSU), Shah Alam, Malaysia. His main interests include psychology, counseling, cognitive processing, and learning difficulties.  He remains an active advocator and has contributed greatly to the fields of his interest areas.

    Email: bkooi@msu.edu.my

    ORCID ID: https://orcid.org/0000-0001-8002-1685   

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Published

2024-03-03

Issue

Vol. 11 No. 3 (2024)

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