THE RELATIONSHIP BETWEEN PROFESSIONAL TEACHING AND SELF-REGULATED LEARNING AMONG SECONDARY SCHOOL STUDENTS’

Abstract

The study investigates the correlation between professional teaching practices and self-regulated learning (SRL) development among secondary school students. In the shift toward learner-centered education, teachers increasingly function as facilitators rather than mere transmitters of knowledge. Professional teaching, characterized by pedagogical competence, reflective practice, and responsive instruction, is theorized to affect students' capacity to regulate their learning processes significantly. A quantitative correlational approach was applied, involving 100 students and five teachers at SMPN 37 in Pekanbaru. The findings reveal a significant positive correlation between professional teaching and SRL, especially in goal setting, self-monitoring, and self-evaluation. These results underscore continuous professional development's importance in strengthening teachers' instructional strategies that promote student autonomy and metacognitive skills.