Abstract

Self-regulated learning is important because it helps students become more responsible, driven, and successful in their own education. This leads to better grades and the skills they need to keep learning throughout their lives. It is important for getting along in a world that is always changing and for doing well in and out of school. This study aimed to explore how aware secondary school teachers were with SRL, how much they used it in the classroom, how important they thought it was and what problems they thought it would cause when they tried to use it. A descriptive survey method was used, collecting data from 26 teachers from grades 6–12, teaching different subjects, using a Google Form questionnaire. Overall, only 40% of teachers were somewhat familiar with SRL, but all of them agreed that it was very important for high school kids (96% said it was important or very important). Teachers often use SRL-aligned informal practices like reflection, but students still don’t use structured techniques like learning diaries and setting goals on a regular basis. Time constraints (80%) and big class sizes (60%) were named as the main problems with implementation. This study concludes that there is a big gap between teachers knowing the importance of SRL and actual implementation of those strategies in the classroom. These results make it clear that we need targeted, hands-on training for teachers and institutional support on a system level in order to successfully integrate SRL and create resilient, independent learners who are ready for the modern learning environment.