It’s not only about the teacher! A qualitative study into the role of school climate in primary schools’ implementation of self-regulated learning

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.

KEYWORDS:

• Self-regulated learning
• primary education
• school leadership
• school climate

Acknowledgements

We would like to thank the two anonymous reviewers for their useful comments.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Mona De Smul, PhD, is a doctoral researcher at the Department of Educational Studies, Ghent University (Belgium). Her research focus is on the school-wide implementation of self-regulated learning in primary education.

Sofie Heirweg is a doctoral researcher at the Department of Educational Studies, Ghent University (Belgium). Her research focus is on self-regulated learning of upper primary school children.

Geert Devos, PhD, is professor at the Department of Educational Studies, Ghent University (Belgium). He leads the research centre Bellon, which studies educational policy and leadership in schools.

Hilde Van Keer, PhD, is professor at the Department of Educational Studies, Ghent University (Belgium). Her main research interests include innovative teaching methods in education, self-regulated learning, and language didactics.

Additional information

Funding

This work was supported by the Research Foundation Flanders (FWO) under Grant [G.0198.15N].