ABSTRACT

Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of SRL implementation as an educational innovation. A comparative analysis between 2 successful and 2 less successful schools as to the implementation of SRL was carried out. Interviews were administered with 15 school members. The results reveal that successful SRL schools distinguish themselves by a shared vision, sufficient and focused opportunities for professional development, and regular collaboration and communication among colleagues resulting in a collective feeling of responsibility for SRL implementation. Moreover, this is influenced by the school’s SRL development history and the supportive role of the school leader. The results underline the need for more school-wide interventions regarding SRL implementation.

摘要

在实施自我调节学习（SRL）中，教师扮演着关键角色。尽管如此，研究发现，在小学实施SRL仍然有限。这项定性研究调查了学校氛围，SRL实施历史以及校长在学校范围内将SRL实施作为一项教育创新的作用。对两个成功的学校和两个不成功的学校之间在实施SRL方面进行了比较分析。对15名学校成员进行了访谈。结果表明，成功的SRL学校通过共同的愿景，充足且专注的专业发展机会而脱颖而出，以及同事之间的定期协作和沟通，导致对实施SRL负有集体责任感。此外，这受学校SRL发展历史和学校领导者的支持作用的影响。结果表明，需要在学校范围内采取更多有关SRL实施的干预措施。