چکیده (انگلیسی):

Teachers play a crucial role in promoting self-regulated learning (SRL). Although primary school teachers are favorably disposed
towards the introduction of SRL in their own classroom, different influences prevent teachers from fully promoting SRL. Based
on an extensive literature review, the present paper indicates teachers’ own self-regulatory competences as a critical determinant
of SRL implementation in primary school. Self-regulated teachers attune their instructional approach to their own SRL skills,
better understand SRL processes and become more effective in SRL promotion. The paper concludes by discussing the relation
between teacher SR and the promotion of students’ SRL.