Profiling teachers' self-regulated learning teaching and their relationship with school support and professional well-being

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice

Abstract

With increasing attention to preschool children's self-regulation, this study examined the heterogeneity of preschool teachers' self-regulated learning (SRL) teaching using multilevel latent profile analysis. Data were collected from 1,606 teachers across 94 Chinese preschools. Three teacher-level profiles (Positive, Neutral, Negative) and three school-level profiles (Active, Moderate, Passive) were identified. Teachers perceiving greater school support were more likely in the Positive profile and reported higher well-being. Schools with stronger support were more likely categorized as Active SRL schools. The findings highlight distinct SRL teaching configurations across individual and school levels and emphasize the need for targeted, context-sensitive interventions to enhance teachers' professional well-being and instructional practices.

Authors

• Renjing Song, Shenzhen No. 12 Kindergarten

• Guoguo Chen, Shenzhen No. 12 Kindergarten

• Muxuzi Li, Shenzhen No. 12 Kindergarten

• Jie Wu, Baicaoyuan kindergarten

• Yang Guo, QingXiu kindergarten

• Jing Li, The Chinese University of Hong Kong

• Qiongqiong Wu, Shenzhen No. 10 Kindergarten