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Preschool Teachers Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors

The aim of this study was to investigate preschool teachers’ practices to promote self-regulated learning in classroom and teacher-level factors affecting their practices. The study sample consisted of 210 preschool teachers.  The participants reported that they frequently implemented practices that supported self-regulated learning. They devote a minimum time to the activities  related to promoting children’s retrospective task reflections. 
Also, the number of practices implemented by preschool teachers is affected by the teachers’ years of experience, classroom size, age of the children, and teachers’ self-efficacy beliefs associated with their teaching skills.