Fabiola Sáez-Delgado

Universidad Católica de la Santísima Concepción, Concepción, Chile

 

Javier Mella-Norambuena

Universidad Técnica Federico Santa María, Concepción, Chile

 

Yaranay López-Angulo

Universidad de Concepción, Concepción, Chile

 

Verónica León-Ron

Universidad Técnica del Norte, Ibarra, Ecuador

 

Carolina Contreras-Saavedra

Universidad Católica de la Santísima Concepción, Concepción, Chile

 

Abstract

Teacher self-regulation is of great importance because it allows an organized and structured professional exercise, it also facilitates a successful performance of the teaching and learning process, allowing the teacher to monitor the effectiveness of their pedagogical practices and modeling of self-regulatory skills in students. The objective of this study was to adapt and validate scales to measure teaching self-regulation processes in Spanish and with evidence of its functionality by application of technological tools. The study was quantitative, with an instrumental design. The sample consisted of 204 secondary school teachers in Chile. The scales were adapted from the Teacher Self-regulation Scale and underwent back-translation procedures, cognitive interviews, confirmatory factor analysis, and reliability analyses. The results showed adequate validity and reliability estimators for seven scales corresponding to goal setting, intrinsic interest, performance goal orientation, goal mastery orientation, self-instruction, emotional control, and self-evaluation. In conclusion, the scales allow valid and reliable measurement of teaching self-regulatory processes.

Keywords: Teacher self-regulation, psychometric, secondary education, online surveys, surveys for mobile devices.

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References

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