Teacher Self-Regulation and Self-Efficacy in Reggio Emilia–Inspired Schools in South Korea

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Collaboration and Capacity-Building for Teacher Professional Learning (Table 5)

Abstract

The purpose of this study was to examine whether teacher self-regulation (SR) relates to their capacities, measured with self-efficacy in Reggio Emilia-inspired schools in South Korea (81 teachers). Exploratory factor analysis revealed five types of teacher SR, including SR for (a) data analysis, (b) community contribution, (c) data collection, (d) activity planning, and (e) organizing documentation. In addition, repeated analysis of variance showed that participants had lower levels of SR for data analysis than any other form of teacher SR. Regression analyses revealed that both SR for community contribution and SR for active planning were significant in explaining teachers’ self-efficacy in teaching and creating documentation. Practical implications will be discussed in the conference.

Authors

• Seongmi Lim, Ball State University
  Presenting Author

• Moon-Heum Cho, Syracuse University
  Presenting Author

• Zhijuan Niu, Syracuse University
  Presenting Author

• Il-Hee Kim, Wheaton College
  Presenting Author

• Jackie HeeYoung Kim, Georgia Southern University
  Presenting Author