Abstract

Collaborative lesson planning (CLP) is deemed a sustainable professional development for teachers that can improve pedagogy and instruction in the classroom. This study examined how CLP influences teachers' self‐regulated learning (SRL) instruction to students. Using data from 313 primary and secondary school teachers in Hong Kong, we conducted a structural equation model to test the link between teachers' CLP and SRL instruction, and whether such a link is mediated by teachers' perceived benefits of SRL (SRL‐PB) and beliefs about students' capacity for SRL (SRL‐SC). The findings suggest that higher teachers' CLP is correlated with increased perceived benefits of SRL, beliefs about students' capacity for SRL, and SRL instruction. The link between CLP and SRL instruction was partially mediated by teachers' perceived benefits of SRL, in that collaborative lesson planning influences teachers' perceptions of the benefits of SRL which, in turn, predicts their SRL instruction. Teachers' beliefs about the capacity of students for SRL did not mediate the link between CLP and SRL instruction. The study provides evidence to support the importance of collaborative lesson planning to teachers' implementation of SRL instruction in classrooms. The findings further suggest that while teachers might have varying beliefs about students' capacity to engage in SRL, what influences their use of SRL instruction is their perception of the benefits of SRL for students, which is fostered by collaborative lesson planning. Theoretical and practical implications are discussed.