Resumo

EIROA, Carina Eiroa; SEFERIAN, Daniel Trías; MANCHINI, Nigel  e  RONQUI, Valentina. Assessing teacher self-regulation: validation and profiles in initial training. Pág. Educ. [online]. 2025, vol.18, n.2, e4529.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4529.

Understanding how future teachers self-regulate their teaching activities is essential for strengthening educational quality. Assessing this process is challenging, especially in initial teacher training, where developing it is crucial. This instrumental study aimed to validate the Teacher Self-Regulation Assessment Questionnaire among pre-service teacher education students in Uruguay. A total of 175 students from a teacher training institute in Maldonado participated (94 % women; M = 27.6 years), all undertaking pre-professional practice. In addition to the teacher self-regulation questionnaire, a teacher well-being questionnaire was administered. The analyses aimed to gather evidence of construct and convergent validity and to explore teacher self-regulation profiles. The results support the validity of the factorial model of the original scale, with a second-order factor (self-regulation) and three first-order factors: forethought, performance, and self-reflection. The scales and subscales showed acceptable reliability indicators. Significant positive correlations were found between teacher self-regulation and teacher well-being. Cluster analysis identified profiles corresponding to high, medium, and low levels of teacher self-regulation, showing internal variability. The results suggest that the questionnaire is a valid instrument for assessing teacher self-regulation in initial teacher training. The relationship with teacher well-being highlights the importance of teacher self-regulation in developing interventions aimed at improving educational quality

Palavras-chave : self-regulation; well-being; teacher education; student teachers; educational assessment.

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