Self-Regulated Learning Strategies and Self-Efficacy of Teachers in Selected Elementary Schools of a Rural School District in the Philippines

  • Reynold Magay Madali Department of Education, Philippines
  • Emelyn Rico Villanueva Graduate Education & Professional Studies, Romblon State University, Philippines
  • Clare Ann Salazar Lazaro Department of Education, Philippines
Keywords: self-regulated learning, teacher self-efficacy, elementary education, professional development, instructional confidence

Abstract

This study examined the self-regulated learning (SRL) strategies and teaching self-efficacy of elementary teachers in selected rural districts of a Philippine province. Grounded in Social Cognitive Theory and Self-Regulated Learning Theory, it employed a quantitative descriptive-correlational design involving 156 in-service teachers from both small and large schools. Data were gathered through validated Likert-scale questionnaires measuring SRL dimensions such as goal setting, self-monitoring, and motivation and effort regulation, and self-efficacy dimensions including confidence in teaching, perceived impact on learning, and problem-solving skills. Results revealed that teachers demonstrated high SRL (M = 22.05, SD = 2.54) and self-efficacy (M = 21.54, SD = 2.74) levels. Among SRL indicators, self-monitoring had the highest mean (M = 22.15), followed by motivation and effort regulation (M = 22.03) and goal setting (M = 21.97). Similarly, self-efficacy scores were highest in perceived impact on student learning (M = 22.13), followed by confidence in teaching (M = 21.48) and problem-solving (M = 21.02). Differences across school types were not statistically significant (p > .05), indicating comparable SRL and self-efficacy levels among teachers from small and large schools. Correlation analysis revealed strong positive relationships among SRL components such as goal setting and self-monitoring (r = .814, p < .001), and between SRL and self-efficacy dimensions, including confidence in teaching (r = .601, p < .001) and problem-solving (r = .612, p < .001). Age and length of service were weakly and negatively correlated with both constructs (r = –.05 to –.10, p > .05). These findings suggest that teachers consistently employ self-regulated strategies and sustain high instructional confidence regardless of context. However, lower results in problem-solving and perceived instructional impact highlight the need for targeted professional development. A professional growth framework is proposed to strengthen teachers’ self-regulation, reflective practice, and pedagogical confidence, especially in geographically isolated and disadvantaged areas (GIDAs).

Author Biographies

Reynold Magay Madali, Department of Education, Philippines

Reynold Magay Madali is a dedicated public-school teacher from Bachawan, San Agustin, Romblon, and the lead author of the study titled “Self-Regulated Learning Strategies and Self-Efficacy of Teachers in Selected Elementary Schools of a Rural School District in the Philippines.” He holds a Bachelor of Elementary Education and a Master's in Educational Management, both from Romblon State University. With over a decade of teaching experience, he has served in various capacities, including volunteer teacher, classroom teacher, and Teacher-in-Charge at Esteban M. Madrona Elementary School – Extension. Currently designated as Teacher III, Mr. Madali is committed to fostering inclusive and quality education in rural communities. His strong service orientation and leadership in grassroots education reflect his passion for teaching and community development.

Emelyn Rico Villanueva, Graduate Education & Professional Studies, Romblon State University, Philippines

Dr. Emelyn Rico-Villanueva is an accomplished educator, researcher, and academic leader currently serving as Associate Professor V at Romblon State University. She holds a Ph.D. in Educational Management from the Philippine Normal University and has previously served as Vice President for Academic Affairs, College Dean, and Director of RSU Science High School. Her expertise includes instructional leadership, governance, and educational policy implementation, supported by extensive research in educational management and higher education development. She has three Scopus-indexed publications—one as lead author and two as co-author—focusing on employability, digital leadership, and participatory governance in higher education. Recognized for her outstanding academic and leadership achievements, Dr. Rico-Villanueva remains dedicated to advancing educational excellence through research, innovation, and public service.

Clare Ann Salazar Lazaro, Department of Education, Philippines

Clare Ann S. Lazaro is a graduate of Romblon State University, where she earned her degree in Bachelor of Secondary Education major in Mathematics. A native of Odiongan, Romblon, she is equipped with strong skills in Microsoft Office applications and has working knowledge of graphic design tools such as Canva and Adobe Photoshop. Her academic background and digital proficiency reflect her dedication to both education and creativity.

Published
2025-11-26
How to Cite
Madali, R., Villanueva, E., & Lazaro, C. A. (2025, November 26). Self-Regulated Learning Strategies and Self-Efficacy of Teachers in Selected Elementary Schools of a Rural School District in the Philippines. Puissant, 6, 2920-2944. Retrieved from //puissant.stepacademic.net/puissant/article/view/748
Issue
Vol 6 (2025): Volume 6
Section
Articles