Beyond The Classroom: Narratives Of Junior High School Teachers On Self-Regulated Learning Strategies

This study aimed to explore the experiences of Junior High School Teachers on Self-Regulated Learning Strategies through qualitative phenomenology, utilizing a narrative inquiry approach from ten (10) participants. The findings revealed that the junior high school teachers' diverse experiences offer a compelling glimpse into their personal experiences, fostering innovation and teaching students to manage their time efficiently. The emerging themes of challenges and coping mechanisms involved in implementing self-regulated learning strategies are significant, as teachers often encounter obstacles when applying self-regulated learning (SRL) strategies. These challenges include difficulties in adapting and being flexible in their teaching methods, ensuring active student participation, and facilitating meaningful discussions. The insights regarding the impact and effectiveness of self-regulated learning strategies in enhancing academic success among students, such as the success of self-regulated learning (SRL) strategies in improving educational achievement, are significantly influenced by three main factors: high teacher motivation, intensified institutional support, and strengthened parent and teacher collaboration. Motivated teachers are essential, as they inspire students, model effective self-regulated learning (SRL) techniques, and create a classroom environment conducive to autonomous learning. They may also explore different challenges and strategies to open new avenues to improve learners' learning. They may also publish in reputable journals to ensure that work is accessible and can serve as a foundation for future research.