Teachers' Perception of the Challenges of teaching self-regulated Learning in the classroom: A Phenomenological Study

The purpose of the research was to investigate the teachers' perception of the challenges of teaching self-regulated learning in the classroom. The research was conducted in the framework of qualitative approach and phenomenological method. The research population is all teachers working in the second grade primary schools of Torbat Heydarieh city and the sampling method was purposeful. 12 people from the research community were interviewed in the academic year 2023-24 based on theoretical data saturation. In order to ensure the validity of the research, research strategies were used by the members to obtain information from the homogenous and to analyze the data, the Collaizi method and coding, categorization and extracting the main themes were used. Based on the results, 162 concepts and 34 categories were obtained in five themes related to the challenges of teaching self-regulated learning with the titles "inadequate professional competence of the teacher", "student deficiencies", "physical and human problems of the school", "inappropriate educational culture of parents" and "limitation and weakness in organizational affairs" were categorized. Applying and paying attention to the challenges of teaching self-regulated learning that was raised in the current research has led to an increase in the awareness of teachers, administrators and education officials about this important structure and a way to design interventions and effective planning in order to improve the quality of education and develop students' self-regulated learning. It is a fundamental variable in academic success and lifelong learning, it will make it smoother.