TEACHERS’ TEACHING COMMITMENT AND ITS EFFECT ON STUDENTS’ SELF-REGULATION AT SECONDARY LEVEL

Abstract

 Teacher commitment inspires them to devote time and energy for the betterment of learners and to involve in teaching learning process for academic achievements enthusiastically. This devotion may develop a relationship between students and teachers which helps in creating conducive learning environment. The self-regulation process helps students to use their cognitive and mega-cognitive capabilities to activate, plan, monitor and evaluate their learning progress systematically. Being vigilant to their learning strategies, they display excellent learning skills and adequate involvement in learning process as they value their learning greatly. In this study an effort has been made to investigate effect of teachers’ teaching commitment and students’ self-regulation. The results indicated that teacher teaching commitment and students’ self-regulation are significantly correlated. Comparatively, female teachers are more committed than male teachers and female students are more regulated than female students. Data were collected from 1638 students of 24 secondary schools students across Punjab province through questionnaire. Pearson ‘r’ correlation and regression analysis was conducted to analyze data with the help of SPSS 26.