stdClass Object
(
    [id] => 17110
    [paper_index] => 202507-06-023341
    [title] => EXPLORING SELF-REGULATION IN TEACHING APPROACHES OF TEACHERS IN GOVERNOR GENEROSO NORTH DISTRICT
    [description] => 
    [author] => Hanah S. Burbano
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23341
    [year] => 2025
    [month] => July
    [volume] => 12
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-06-023341.pdf
    [abstract] => This study aimed to determine the significance of the relationship between teacher self-regulation and teaching approaches among selected teachers in the Division of Davao del Norte. Utilizing a descriptive-correlational research design, the study involved 149 teacher-respondents and employed validated and pilottested research instruments. Data were gathered and analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis to test the hypotheses at a 0.05 level of significance. The findings revealed that both teacher self-regulation and teaching approaches were rated at an extensive level, indicating that these practices are oftentimes evident among the participants. Results further showed a significant relationship between teacher self-regulation and teaching approaches. Specifically, all domains of teacher selfregulation, goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, and self-instruction, significantly influence the application of teaching approaches. The regression analysis confirmed that goal setting had the greatest influence on teaching approaches, and overall, teacher selfregulation accounted for 63.5% of the variance in teaching approaches. These findings underscore the critical role of self-regulated teaching practices in enhancing instructional strategies. The study recommends targeted professional development and supportive school environments to further strengthen teachers' self-regulation and teaching methods. 
    [keywords] => Teacher Self-Regulation; Teaching Approaches; Goal Setting; Instructional Strategies; Descriptive-Correlational Study
    [doj] => 2025-07-26
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 36
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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