PEER FEEDBACK AND QUALITY OF TEACHING: IMPLICATIONS ON TEACHER EDUCATION STUDENTS' SELF-REGULATION

Effective teaching and feedback mechanisms play a crucial role in fostering students’ self-regulation, affecting their ability to manage learning processes independently. However, limited research explores the direct relationship between peer feedback, teaching quality, and self-regulation in teacher education programs, highlighting a gap in understanding how these factors interact to shape students' learning behaviors. This study investigated the correlation between peer feedback, teaching quality, and self-regulation among teacher education students. Specifically, it examined students’ assessments of peer feedback, teaching quality—including teacher preparation, methodology, and feedback—and their self-regulation skills in terms of emotional and behavioral regulation. Utilizing a descriptive correlational research design, the study targeted 180 second-year BEED students from an identified college, applying the Taro Yamane formula for sampling. Grounded in Bandura’s Social Cognitive Theory (1977) and Zimmerman’s Self-Regulation Theory (2000), the research instruments were developed to reflect key constructs related to teacher self-efficacy, professional learning, and academic support. To ensure the validity and reliability of the instruments, expert validation was conducted, followed by pilot testing. Internal consistency was confirmed through acceptable Cronbach’s alpha values, indicating that the items reliably measured the intended constructs. Findings reveal that teacher education students highly perceived peer feedback as effective, while teaching quality—especially teacher preparation—was favorably rated. The students, generally, demonstrated strong self-regulation skills, with behavioral regulation scoring higher than emotional regulation. Spearman’s Rho correlation analysis indicated significant positive relationships between peer feedback, teaching quality, and self-regulation, with teaching quality showing the strongest link to behavioral self-regulation. The study concludes that structured teaching practices and constructive feedback mechanisms play a pivotal role in enhancing students' self-regulatory skills. Given the study’s reliance on self-reported measures, future research may address this limitation by employing a longitudinal approach, incorporating objective behavioral assessments, and exploring contextual factors that may influence the relationship between teaching qualities, peer feedback, and self-regulation over time.