Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills

Abstract

Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secondary school teachers who participated in a quasi-experimental PD program with an experimental group (n = 31) and a control group (n = 23). Both groups were exposed to mastery and vicarious experiences. However, while the experimental group focused on developing competencies for promoting SRL, the control group focused on teachers’ competencies to promote social skills. Results from several regression models revealed that TSE-SRL was developed through the PD program for both groups, with a slightly higher improvement in the experimental group. Teachers’ previous experience was the only variable moderating this effect. The study provides information about the importance of mastery and vicarious experiences for TSE-SRL and the design of PD programs to foster TSE-SRL.