ISSN 0257-1439 / ISSNe 1659-2913
©2023 Colegio de Profesionales en Psicología de Costa Rica
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DOI: http://dx.doi.org/10.22544/rcps.v42i01.02
Ene-Jun 2023, Vol. 42, N.º 1, p. 25-43
Teacher Self-regulation: Validation of Scales in Chile Applied with
an Online Technological Tool
Autorregulación Docente: Validación de Escalas en Chile Aplicadas con una
Herramienta Tecnológica
Online
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,
of 204 secondary school teachers in Chile. The scales were adapted from the Teacher Self-regulation
scales corresponding to goal setting, intrinsic interest, performance goal orientation, goal mastery
Keywords
Fabiola Sáez-Delgado
fsaez@ucsc.cl
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Resumen
además facilita un desempeño exitoso del proceso de enseñanza y aprendizaje, permitiendo al docente monitorear
Palabras clave
Teaching challenges in the current educational context
Cleary et al., 2022
Barbier et al., 2022
Zeichner et al., 2015
Brenner, 2022
Perry et al., 2018
all students may enhance their self-regulatory skills, including those with exceptional learning needs,
Perry et al., 2020
Spruce & Bol, 2015
Importance of teacher self-regulation
students, which can be implemented by teachers to create opportunities to promote self-regulatory
Perry et al., 2018
Gastager et al., 2022
emphasis on teaching self-regulatory skills, teachers often feel inadequately prepared and consequently
unable to support or incorporate self-regulation into their teaching. This gap in the application of self-
Cleary et al., 2022
2021
Chatzistamatiou et al., 2014
Bandura, 2006
students and changing circumstances promote a better understanding of teaching needs and experiences,
becoming role models for students, and promoting self-regulatory skills to meet academic demands,
Conceptualization of teacher self-regulation
Chatzistamatiou et al., 2014
instruction in the educational context through a cycle of planning, execution and self-assessment of their
professional practice that allows them to control and regulate their teaching practices.
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appropriate teaching style that needs to be implemented in their classes in coherence with the pedagogical
Gap in research: Lack of scales to measure teacher self-regulation in an online format
Chatzistamatiou et al., 2014
students. For example, there is a scale on teaching beliefs regarding the self-regulation of learning, the
Sáez-Delgado et al., 2021
Sáez-Delgado et al., 2020
2010
2022
2000
important regulation dimensions in teachers such as emotional control.
challenges in the application of the instruments, high associated costs, and methodological errors
Weigold et al., 2013
Patrick et al., 2021
Nayak
Empirical Evidence
2021
r = .420, p
r = .411, p
and strategies for implementing their classes and are often facilitators.
Peeters et al., 2014
Dignath & Büttner, 2018
al., 2018
not had strong training with an emphasis on self-regulated teaching.
Cleary et al., 2022
promote self-regulation in students, and in the results both studies showed that they lack the necessary
Sáez-Delgado et al., 2023
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Sample
Instrument
Zimmerman, 2000
alerts for duplicity of answers. Regarding data analysis procedures, it reduces errors in the transfer of
Simmons & Bobo, 2015Zhang et al., 2017
Methods
Design
al., 2013
Tyupa, 2011
2017Willis, 2018Willis, 2015
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Data collection procedure
trust factor analysis.
To adapt the TSRS to Spanish, the translation-back translation method was applied following
was agreed upon.
participant on the zoom platform. The participants shared their screen and began to answer the instrument.
factor analysis. To recruit participants, principals of public secondary schools in the Biobío Region
the online TSRS questionnaire.
to withdraw or stop being part of the research at any time.
Data analysis procedure
Schermelleh-Engel et al., 2003
22/df
Team, 2022
Results
Results of the conrmatory factor analyses of each scale
Table 1
Factor loads of one-dimensional teacher self-regulation scales (English and Spanish)
Factorial loading
1
.672
2
.861
3
.348
4
.763
1 .747
Continue...
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Factorial loading
2
.640
3
.573
4
.626
1
2
.350
3
.783
4
.626
1
.666
2
.387
3
meta como docente es preparar mejor a mis estudiantes para la
.878
1
.711
2
.744
3
.722
1
.780
Factorial loading
2
.714
3
4
.562
1
.851
2
.361
3
.512
4
.442
Continue...
Table 2
Estimates of the scales in the AFC process
Scales X2df
1 Goal setting 1.704* 2 .000 .000-.132 .014 1.000 1.000
2 1.826* 2 .000 .000 -.135 .032 1.000 1.000
3 Performance goal orientation .182* 2 .000 .000 -.053 .006 1.000 1.000
4 .000* 0 .000 .000 -.000 .000 1.000 1.000
5 Self-instruction .000* 0 .000 .000 -.000 .000 1.000 1.000
6 Emotional Control 2 .000 .000 -.000 .011 1.000 1.000
7 Self-assessment 3.034* 2 .050 .000 -.157 .027
Notes. df
*p < .05
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Discussion
interest, performance goal orientation, goal orientation domain, self-instruction, emotional control, and
the number of items on the scales is in many cases predetermined by the researchers who published
Robinson, 2018
mastery goal orientation scale and the self-instruction scale, which were composed of 3 items.
Taber,
2018
researchers, it allows, its complete use to measure the process of general regulation of teachers or, to
Sáez-Delgado et al., 2021
The production of data is essential for research and although the methodology of the studies may
online applications, the instrument is digitized electronically, and it is sent to the participants using new
that it is a faster means of reaching the target audience, it is possible to carry out real-time analysis, they
answer, they optimize processing time because it is not necessary to type the answers, they are recorded
immediately, the respondents may be more honest since the answers go directly to a computer and are
Salama et al., 2020Vaske, 2011
Practical implications for the area of psychometrics, educational psychology and technology are
Zimmerman, 2000
teaching, in this case represented in the categories of goal setting, intrinsic interest, performance goal
orientation, mastery goal orientation. The second execution phase includes processes that occur during
the action, that is, during the course of the class, in this study it corresponds to the self-instruction and
Table 3
Scales reliability index
Scales
1 Goal setting .772
2 .713 .703
3 Performance goal orientation .785 .763
4 .804
5 Self-instruction .768 .766
6 Emotional Control .781
7 Self-assessment .745 .721
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al., 2022
Third, regarding the technological implications, the application of scales that measure
al., 2005Simmons & Bobo, 2015Zhang et al., 2017
Within the limitations of this study, there are those related to the participants, since they correspond
is interesting that future research can apply these scales in initial teacher training to identify the
training in regulatory processes that ensure self-regulated teachers for the exercise of their profession.
Conclusion
Acknowledgments
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th 2022
th 2023
st 2023
About authors:
Fabiola Sáez-Delgado
Javier Mella-Norambuena
in national and international congresses.
Yaranay López-Angulo
Verónica León-Ron
Carolina Contreras-Saavedra
abilities.
Published on-line: June 30th 2023
