An Exploration of The Influence of Self-Motivational Beliefs on the Self-Regulated Learning of Teachers, in Maldivian Schools

Abstract

The study employed the Self-Regulated Learning (SRL) theory to investigate the influence of self-motivational beliefs of teachers on their self-regulated learning. The determining factors of self-motivational beliefs highlighted by Zimmerman (2000); Self-Efficacy (SE), Outcome Expectation (OP), Intrinsic Interest (II), and Goal Orientation (GO), were investigated for their influence on SRL, through a semi-structured questionnaire retorted by 370 Maldivian teachers. The result portrayed indispensable roles of self-motivational beliefs of teachers in steering their self-regulated learning, through Self-Efficacy (SE), Outcome Expectation (OP), Intrinsic Interest (II), and Goal Orientation (GO). The study would be a rich contribution in the domain of self-regulated learning and promote the critical role of teacher leadership in mounting their professional development. The study would also add novelty to the education system in Maldives by exploring an undervalued aspect in school systems; the teacher leadership. The exploration of determinant factors of self-motivational beliefs would be insightful to enhance the professional development of teachers through self-regulated learning.