Mengistnew Mekuriaw, Sahile Amare, Asrat Dawit
Department of Psychology, University of Gondar, Gondar, Ethiopia.
Department of Psychology, Bahir Dar University, Bahir Dar, Ethiopia.
Heliyon. 2021 Nov 3;7(11):e08306. doi: 10.1016/j.heliyon.2021.e08306. eCollection 2021 Nov.
The problem of quality education is a burning worldwide issue nowadays. Teachers' teaching quality and effectiveness is one of the major contributing factors for quality education. Self-regulated teaching is becoming the new innovative strategy for quality teaching. Hence, the purpose of this study was to investigate the practice of self-regulated science teaching in the secondary schools of South Gondar Zone of Ethiopia. Nine (9) secondary schools were selected randomly. After selecting the schools, all science teachers, 322 (chemistry, biology and physics) in the selected schools were taken as participants using comprehensive sampling techniques.302/322 = 93.8% (of which 71 (23.5%) were females, 231 (76.5%) were males; 98 = 32.5% chemistry, 100 (33.1%) Biology and 104 (34.4%) Physics) teachers completed the questionnaire. One sample t-test, independent sample test, descriptive statistics and multiple regression analysis were used for data analysis. The findings indicated that there is a positive significant difference between the expected and observed mean of teachers' self-regulated science teaching and it is not by chance. Moreover, teachers are found implementing phase one or preparatory phase (forethought) phase (goal setting, performance goal orientation, mastery goal orientation and intrinsic interest) more than other phases. The study results also showed that there is a significant difference in the implementation of self-regulated science teaching between male and female teachers (females are found better than males). However, gender and teachers' experience together were not found a significant predictor of self-regulated science teaching. The study needs further evidence using observation and interview and the result would have a message for teacher educators to further investigate and adapt in their training manuals to improve teachers' teaching quality.
素质教育问题是当今世界一个亟待解决的问题。教师的教学质量和效果是素质教育的主要促成因素之一。自我调节教学正成为优质教学的新创新策略。因此，本研究的目的是调查埃塞俄比亚南贡德尔地区中学自我调节科学教学的实践情况。随机选择了九所中学。选定学校后，采用全面抽样技术，将选定学校的所有理科教师（322名，包括化学、生物和物理教师）作为参与者。322名教师中有302名（93.8%）完成了问卷（其中71名（23.5%）为女性，231名（76.5%）为男性；98名（32.5%）教化学，100名（33.1%）教生物，104名（34.4%）教物理）。数据分析采用单样本t检验、独立样本检验、描述性统计和多元回归分析。研究结果表明，教师自我调节科学教学的预期均值和观察均值之间存在显著正差异，且并非偶然。此外，发现教师在实施第一阶段或准备阶段（预先思考）阶段（目标设定、成绩目标导向、掌握目标导向和内在兴趣）比其他阶段更多。研究结果还表明，男女教师在自我调节科学教学的实施上存在显著差异（发现女性比男性更好）。然而，性别和教师经验共同并不是自我调节科学教学的显著预测因素。该研究需要通过观察和访谈获得进一步的证据，研究结果将为教师教育工作者提供信息，以便他们进一步调查并在培训手册中进行调整，以提高教师的教学质量。
