Self-regulatory processes in secondary school teachers during online classes by covid-19
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Abstract
The aim of this research was to analyze the self-regulatory processes in teachers during online classes in the covid-19 pandemic time. A quantitative approach and a cross-sectional descriptive-correlational design were used. Eighty-four secondary school teachers of Special Education whose average age was 30 years participated. The scale of teachers' self-regulatory processes, which was validated in the target sample, was used. The results obtained from the application of the instrument showed that the teachers agreed that during the COVID-19 pandemic, when they prepare the classes they consider the characteristics of their students, they participate in the classes with enthusiasm, their goal as teachers is to improve their students' learning, they self-manage to use time effectively, and at the end of the class, they try to determine whether they have achieved their objectives or not. It was also evidenced that the older the teachers are, the more they have control over their emotions and deploy strategies to seek help when they need it. In conclusion, it is evident that the self-regulatory processes of secondary school teachers of the specialty of Special Education during the pandemic have been deployed in their teaching practice, as well as the sociodemographic variables, both sex and age, are significant in explaining the levels of self-regulation.
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