"High School Teachers’ Perspectives on Implementing Self-Regulated Inst" by Rachael Stewart

Date of Conferral

1-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heng-Yu Ku

Abstract

Research shows that successful high school students must self-regulate their learning, yet teachers face barriers in using technology to support self-regulated learning (SRL) in eLearning environments. The purpose and research questions for this basic qualitative study were focused on exploring teachers’ perceptions of the barriers to implementing SRL and the technology and training needs required for overcoming barriers to incorporating SRL within the high school eLearning environment. Grounded in Bandura’s social learning theory and Zimmerman’s SRL model, the research included semistructured interviews with 10 public high school teachers from the southeastern United States with at least one year of experience in teaching eLearning. Data analysis included a combination of a priori, descriptive, and interpretive coding to develop the study’s final themes. Findings suggest that educators recognize extrinsic SRL support systems, guided practice, collaborative networks, and skills in digital literacy as critical for fostering student success in eLearning environments. Teachers also identified barriers, including gaps in technology literacy, over-reliance on external support, misaligned stakeholder expectations, inadequate training in SRL pedagogy, and restrictive learning networks. To address these issues, teachers highlighted a need for better integration of technological resources, improved communication infrastructures, effective monitoring systems, and the development of specialized digital pedagogy focused on SRL. The study’s findings could lead to positive social change by equipping educators with the necessary tools and strategies to enhance SRL in eLearning environments, ultimately fostering greater student success and bridging gaps in educational support.

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