Relationship between Teacher’s Soft Skills; Self-Regulated Learning Strategies, Gender, Experience, and Educational Stage

Abstract

The teacher is center of the teaching process; therefore, his possession of the skills and strategies 
necessary to perform his work and develop himself are very important. The main goal of this research was 
to explore the relationships between teacher’s Soft Skills (SS) and Self-Regulated Learning Strategies 
(SRLS). The researchers used correlational descriptive approach and applied an online questionnaire 
involving 151 teachers (74 male and 77 female) who teach in public schools at Dammam city in Saudi 
Arabia. The questionnaire measures teachers' (SS) and (SRLS). Results indicated that teacher’s (SS) and 
(SRLS) are strongly positively related; there was a significant difference between teachers on (SS) and 
(SRLS) according to experience. But according to gender and educational stage there was no significant 
difference between teachers. Interaction of gender and experience in (SS) and (SRLS) indicated that 
female teachers of (15 or < 20) years’ experience reported a higher level of (SS) and (SRLS) than male 
teachers with the same years of experience.