Investigation of the Relationship Between Decision-Making Skills and Self-Regulation Skills of Classroom Teachers

In this study, it is aimed to examine the relationship between

classroom teachers' decision-making skills and self-regulation skills in

the direction of the mixed research method. This study is conducted

with explanatory sequential design, one of the mixed research designs.

The first stage of the study, quantitative study, is conducted with the

classroom teachers working in Aziziye, Palandöken and Yakutiye

countries of Erzurum province in 2018-2019 academic years. The

quantitative dimension of the study was conducted with 345 primary

school teachers selected with the purposive sampling method, and the

qualitative dimension was conducted with 50 classroom teachers

selected with purposeful sampling among the teachers in the study

group. The quantitative data were collected through the “Melbourne

Decision-Making Questionnaire” and the “Self-Regulation

Questionnaire”, and the qualitative data were collected through the

“Structured Interview Protocol”. According to the quantitative

findings obtained from the study, it has been determined that selfregulation skills have a negative relationship with self-esteem in

decision-making and have a positive relationship with decision styles.

However, the self-monitoring sub-dimension of self-regulation has

been found to be the most powerful predictor of decision-making

skills. From the analysis of the structured interview protocols applied

in the qualitative dimension, it has been seen that the teachers think

that there is a relationship between self-regulation and decisionmaking skills and they more likely evaluate this relationship as selfregulation skill predicts the decision-making skills. Accordingly, it has

been determined that the findings obtained through qualitative

methods explain and support the quantitative findings.

Keywords: Decision-making skills, self-regulation skills, decision,

classroom teacher, mixed method.