Abstract:

Introduction:
Self-regulated learning is a proposal in which students take the lead in the teaching-learning process. In this case students assume part of the responsibility by developing skills that enable them to learn in a much more autonomous way. Despite the fact that self-regulated learning is a reality, many teachers are sceptical about it is use, either because they do not know about it or because they consider that their students do not have the necessary skills to carry it out.

Methodology:
The aim of this study is to analyse teachers' perceptions of self-regulated learning and the skills that students need to have in order to implement it as a tool for improving learning. In order to respond to the aims of the research, three specific objectives are set out in the results of the study:
1. To identify teachers' perceptions of self-regulated learning and their level of motivation to implement it in their classrooms.
2. To verify teachers' perceptions of the skills that their students should have in relation to self-regulated learning.
3. To determine the influence of teachers' perceptions on the ability to implement self-regulated learning taking into account the skills and abilities of their students.
In order to respond to these three objectives, a non-experimental cross-sectional design with a descriptive scope has been proposed. This is because the aim is to show a specific reality. The data obtained can be used to find out the importance given by teachers to self-regulated learning, to identify the skill demands required of their students and to check whether they are really able and motivated to carry it out. This study will also serve to lay the foundations for the development of an app that will help students in their self-regulated learning process.

Participants:
In this study, 253 teachers provided their perceptions of the importance of self-regulated learning and assessed the skills that students need to possess in order to facilitate this implementation in the classroom.

Results:
The results obtained show that most teachers' perceptions of the importance of self-regulated learning are positive. They emphasise the value of this dynamic for improving learning and performance. With respect to the development of the skills that students need to develop in order to carry it out, teachers perceive the development of self-discipline as necessary above all others. However, despite the importance they attach to the development of this type of learning, there are teachers who do not see it as possible to apply it with their students. In this last aspect, analysis shows that this group of teachers have the perception that their students do not have the ability to determine what they want to learn.

Discussion and conclusions:
The results allow us to conclude that teachers are aware of the benefits of self-regulated learning in terms of student collaboration, autonomy and self-perception of learning. However, a significant number of teachers do not feel able to implement self-regulated learning with their students, which may be because they perceive that their students do not have the necessary skills to implement self-regulated learning. Therefore, they perceive the need and state that students need to develop necessary skills such as self-discipline, time management and the ability to make decisions before self-regulated learning can take place.

Keywords:

Self-regulated learning, motivation, perceptions, teaching attitudes.