Exploratory factor analysis of the self-regulation study of Ecuadorian school teachers
DOI:
https://doi.org/10.31637/epsir-2025-2082Keywords:
Self-regulation, teacher, school, factor analysisAbstract
Introduction: The main objective of the study was to assess the underlying dimensions of self-regulation among Ecuadorian teachers, given its relevance to improving professional performance and educational quality. Methodology: An exploratory factor analysis was conducted with a sample whose adequacy was confirmed (KMO = 0.977; Bartlett’s test of sphericity, p < 0.001). Principal components analysis with Oblimin rotation was used for factor extraction, complemented by Pearson correlations. Results: Significant correlations were found between “Goals” and “Task Strategies” (r = 0.833), as well as with “Study Environment” (r = 0.855). Additionally, “Time Management” correlated with “Help Seeking” (r = 0.800) and “Self-Evaluation” (r = 0.820), indicating key relationships within the self-regulation construct. Discussion: The analysis identified two main factors: planning and organization, and emotional management, suggesting a clear structure of teacher self-regulation. Conclusions: The results provide a solid empirical foundation for designing intervention and training programs aimed at strengthening these dimensions in Ecuadorian teachers, thereby contributing to their professional development and the quality of the educational process.
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Copyright (c) 2025 Dayron Rumbaut Rangel, Vicenta Jubika Ripalda Asencio, Egidio Yobanny Salgado Chévez
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