PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF THEIR SELF-DIRECTED LEARNING SKILLS AND USE OF PRACTICES THAT PROMOTE SELF-REGULATED LEARNING

In a review of the causes and consequences of the weak outcomes of South Africa’s education, researchers reported high drop-out rates before completion of secondary school and that less than five percent of learners who start primary school obtain a university qualification. The recent outbreak of the COVID-19 pandemic that resulted an unprecedented change in teaching and learning environments heightened the necessity of self-directed teachers who develop learners’ self-regulated learning skills to empower them to manage and regulate their own behaviours. Against the background of poor performance and the central role of teachers in the development of self-regulated learning skills in primary schools, the aim of this paper is to explore teachers’ perceptions of their own self-directed learning skills and the teaching strategies they utilise to develop self-regulated learning skills in their learners. The study was located within an interpretivist philosophical orientation and a qualitative research design. We made use of purposive sampling and collected data via semi-structured individual interviews from eleven teachers. Content analysis and a thematic approach were used to analyse the data deductively and inductively. Most participants were confident with their own self-directed learning skills and abilities to develop self-regulated learning skills. Participants revealed that they are well supported in the schooling environment with the needed resources to assist in developing self-regulated learning skills. Participants make use of various strategies, which seem to be more teacher initiated than learner initiated in attempting to teach and develop self-regulated learning skills by engaging in various activities.