Using Grounded Theory to Explain the Process of Developing Self-Regulated Students in Elementary Schools with Emphasis on the Role of Teachers

Developing self-disciplined students is one of the most important objectives in all education systems and can form the basis for sustainable development in any society. The aim of this study was to explain how self-regulatory students train in primary schools, with particular emphasis on the role of teachers and the application of a qualitative approach and Grounded Theory method. The data was collected through semi-structured interviews with 25 primary teachers and writing letters. The interviewers were selected based on a theoretical sampling strategy. Data analysis was carried out in three stages of open, axial and selective coding, which resulted in 48 basic codes, 19 subcategories and 3 general categories being distinguished. In the model obtained, "attention to comprehensive human growth" is considered to be the main category, which is related to all categories obtained in this study. If teachers, as educators of the educational process, pay attention to comprehensive human growth and make best use of contextual conditions such as original content and modern educational media to implement strategies such as agency, orientation and feedback to students, creating a platform for them and inspiring them, provide the ground for cultivating capable and self- regulation students who are promising for the future that they will become their community. In the following, appropriate strategies for nurturing self-regulated students were presented.