Incorporating Self-Regulated Learning Strategies Into Common Instructional Practices at the Middle School Level

Self-Regulated Learning (SRL) is a powerful motivational tool that increases student motivation, achievement, and ownership of learning. However, teachers often do not have the professional development to enable them to teach SRL to their students. Four theories related to SRL formed the conceptual framework of this study: expectancy-value theory, attribution theory, self-efficacy theory, and goal orientation theory. The purpose of this study was to examine how to best develop professional learning opportunities for middle school teachers to incorporate SRL strategies into their daily instruction with the goal of increasing student motivation and achievement. The guiding research question focused on identifying strategies that facilitate a change in teacher pedagogy. A mixed-methods study used an expert group, derived through purposeful sampling, of 13 middle school teachers and 4 middle school administrators, who completed a series of 3 surveys using the Delphi technique. Open coding and percentage responses to Likert scale and dichotomous questions were used to analyze the qualitative and qualitative data and to identify 5 professional development strategies most likely to create a shift in pedagogy: provide consistent and focused content, collaborate with peers, participate in instructional coaching with colleagues, make time to reflect on and process information, and use a multifaceted methodology. These strategies form the foundation of a resource guide designed to support members of a professional learning community to incorporate SRL strategies in their daily instructional practice. This study and the resulting professional development guide will promote social change by aiding classroom teachers to improve students' motivation and academic achievement.