Abstract:

This research aims to explore the relationship between primary school teachers' goal orientations towards teaching and their level of encouragement for their students' self-regulated learning. A correlational survey model was employed in this study. The research included 333 primary teachers working in public schools in the Şehzadeler and Yunusemre districts of Manisa. Data were collected in the 2021-2022 academic year. The study utilized the "Goal Orientation for Teaching Scale" and "Self-Regulated Learning Encouragement Tendencies Scale" for data collection. Due to the non-normal distribution of the data, non-parametric tests were applied in the analysis. The research revealed that primary school teachers exhibit a moderate level of goal orientation for teaching and a high level of self-regulated learning encouragement tendencies. Additionally, the levels of self-regulated learning encouragement tendencies among teachers did not vary based on professional experience in the overall scale. However, a significant difference was observed in the Mastery Goals, a sub-dimension of the Goal Orientation for Teaching Scale, concerning teachers’ professional experience. A positive and significant relationship was identified between primary school teachers' teaching-oriented goal orientations and their levels of encouragement for self-regulated learning tendencies. The findings suggest that primary teachers with a high goal orientation for teaching also support their students' use of self-regulated learning strategies in the learning process.

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