Self-Regulation and Sociodemographic Variables in Teachers During Return to Face-to-Face Classes Post-COVID-19

• In Event: Fairmont Roundtable Session Sixteen
  In Roundtable Session: Teaching in COVID-19: Pandemonium or Possibilities? (Table 13)

Abstract

The aim of this study was to analyze the self-regulation of secondary school teachers according to sociodemographic variables during the beginning of post-pandemic face-to-face classes. A quantitative approach with cross-sectional descriptive correlational design was used. The sample consisted of 334 teachers. The results showed significant relationships between sociodemographic variables (age, years of experience and contract hours) with some dimensions of teacher self-regulation, and significant differences in favor of women in the variable disposition and motivation for the teaching role. This study adds new information that will allow us to improve and restructure teaching practices by understanding teachers' self-regulatory processes that facilitate effective teaching in an unregulated environment.

Authors

• Fabiola Sáez, Universidad Católica de la Santísima Concepción
  Presenting Author

• Javier Mella, Universidad Técnica Federico Santa María
  Non-Presenting Author

• Felipe Sepulveda, Universidad Católica de la Santísima Concepción
  Non-Presenting Author

• Yaranay López, Universidad de Concepción
  Non-Presenting Author