Homeroom teachers’ reflective coaching connects self-regulated learning and academic grit: A qualitative study
Abstract
Purpose – This study developed the preliminary LC-SRLG (Learning Coach–Self-Regulated Learning and Grit) framework to explain how homeroom teachers’ learning-coach roles can foster academic grit through coaching and self-regulated learning.
Method – A qualitative descriptive design involved 12 purposively selected participants: one principal, one vice principal, three ninth-grade homeroom teachers, one guidance counselor, five students, and one parent. Screening of 240 students identified 70 with high, 110 with moderate, and 60 with low academic grit. Data were collected through semi-structured interviews, observations, and document analysis. Source and technique triangulation and member checking supported trustworthiness.
Findings – Four interrelated mechanisms emerged: reflective dialogue, goal-oriented learning planning, continuous progress monitoring, and collaborative support. Open-ended questions helped students recognize difficulties, evaluate study habits, and set realistic goals. These goals were translated into manageable plans supporting time management, strategy selection, task monitoring, and responses to setbacks. Follow-up and collaboration among teachers, parents, and school leaders helped students sustain effort. Coaching competence, institutional support, parental involvement, and mentoring procedures influenced implementation. The resulting framework positions self-regulated learning as the mechanism connecting sustained coaching with perseverance and consistency of effort.
Implication – The framework repositions homeroom teachers as continuous learning partners who support students’ autonomy and academic grit through structured mentoring. Schools may use it to guide coaching conversations and coordinated follow-up, although evaluation across other contexts remains necessary
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References
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