Abstract
The purpose of this study is to examine teachers' self-regulation and whether these differ according to demographic variables (gender, workplace location, professional experience, and weekly teaching workload). Self-regulation, as a skill that enables individuals to effectively manage their cognitive, emotional, and behavioral processes, plays a significant role in teachers' professional success and students' learning processes. However, the relationship between teachers' self-regulation skills and demographic factors has been limitedly addressed in the literature. The study was conducted using a descriptive survey model, with 178 middle school teachers from the Menteşe district of Muğla participating. Data were collected using a demographic information form and the Teacher Self-Regulation Scale developed by Çapa-Aydın et al. (2009). The data were analyzed using parametric tests. The results indicate that teachers' self-regulation are generally high. While no significant difference was found in terms of gender, female teachers scored higher in the "help-seeking" and "self-reaction" sub-dimensions. Regarding workplace location, a significant difference in favor of urban schools was observed only in the "intrinsic interest" sub-dimension. Although no significant differences were found in terms of professional experience and weekly teaching workload, some differences were noted in sub-dimensions. For example, teachers with medium of professional experience scored higher in the "intrinsic goal orientation" sub-dimension. These findings highlight the importance of professional support programs to enhance teachers' self-regulation skills and underscore the need for further research to understand the role of demographic variables in these processes.