Activating Self-regulation Behaviour towards Developing Teacher Competencies among B.Ed. Student-Teachers

Abstract

The study's goal was to see how B.Ed. student-teachers who used self-regulation 
behavioural methods fared in the field of professional development for educators. Experiment 
design – Pre test – Post test – control group is used by the researcher in his investigation. Sixty B.Ed. 
science student-teachers participated in the research, with 30 in the experimental group and 30 in 
the control. The treatment plan comprises of encouraging students to use self-regulation 
behavioural tools in the classroom. To help B.Ed. student-teachers improve their teaching abilities, 
the lesson plans call for the use of self-regulation tools in each transaction. Self-regulation and 
teacher competency scales were used to gather the data for this study. It was decided to use 
statistical methods of descriptive, differential, and relational analysis to examine the acquired data. 
A modest degree of self-regulation and teacher competence was found in the findings of the 
descriptive analysis conducted on the B.Ed. student-teachers. Post-test scores from the control and 
experimental B.Ed. science student-teachers were significantly different in their self-regulation 
behaviour and teacher competences, according to an independent t-test. Teachers' abilities to 
regulate their own behaviour were shown to be positively correlated with self-regulation. As a 
result, B.Ed. student-teachers' ability to regulate their own emotions was improved