Indonesian Teachers’ Self -Regulation, Their Self-Concept of Competence and Satisfaction in Teaching

It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teacher s’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.


Introduction
With the complexity of the teaching profession, teachers are expected to be adaptable to new roles and to evolve with various skills. In doing that, teachers need to regulate themselves to be able to reach their maximum capacity of being a teacher so that they can achieve their goals in their teaching. Zimmerman et al. (1996)

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 556 promote self-regulated learning as one's ability to manage and control their thoughts, feelings, and actions to achieve a particular educational goal. Hence, self-regulation enables teachers to become individuals who can navigate their thoughts, feelings, and actions to achieve their goals. Self-regulated teachers consider good teaching strategies to be implemented in their classes which will enable them to administer students' engagement and also their sense of self-concept (Han, 2021). The high demands of adaptation might negatively affect teachers' self-concept. Prasojo et al. (2020) discover teacher self-concept as the direct cause of teachers' burnout.
Burnout causes emotional exhaustion (being emotionally drained), depersonalization (being negatively detached from others), and reduced personal accomplishment (the feeling of being incompetent) (Maslach et al., 2018). The indication of teacher burnout is the inability to cooperate well with co-workers or students and the inability to cope with their work and responsibility. To avoid this, it is overly critical for teachers to have a good self-concept.
Teacher self-concept is teachers' self-perception of what they believe they have or do not have in particular domains (Zhu et al., 2018). Studies have found that the negative self-concept of teachers leads to their burnout (Prasojo et al., 2020b;Zhu et al., 2018) . Sampthirao (2016) defines self-concept as the way one perceives himself that is affected by his interaction with the environment. The perception and action of oneself are reciprocal to one another. Self-perception influences one's actions.
Conversely, one's action affects the way one perceives himself. Correspondingly, teachers' self-concept is the teacher's perception of themselves as a teacher. When a teacher has a good teacher self-concept, he values his teaching and appreciates his teaching effectiveness. Developing teacher self-concept is important as it affects teachers' well-being as well as the teaching outcomes (Han, 2021). Villa & Calvete (2001) proposed six dimensions of the professional selfperception of teachers: Competence, Interpersonal Perceptions, Satisfaction, Risk and Initiative, Self-Acceptance, and Relations with Pupils. But in this study researchers will only focus on the competence and satisfaction dimensions. Teacher competence is teacher's capacity to perform at the desired level. The effectiveness of classroom instruction is influenced by teachers' competence, which in turn influence students' interest and learning results (Baier et al., 2019;Fauth et al., 2019;Karlen et al., 2020).
Competent teachers show satisfactory performance in different specific situations.
Teachers' perception of their competence is significant because it determines their

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Indonesian Teachers  confidence and effectiveness in the classroom. It helps a teacher to see themselves as valuable persons who can solve problems and complete tasks. On the other hand, satisfaction is a teacher's feeling of success in their role as a teacher. Teachers who are satisfied with their teaching tend to persevere and continue their teaching profession (Toropova et al., 2021;Pedditzi et al., 2021). Teachers' level of satisfaction is directly linked to their as well as students' well-being. In other words, teachers' dissatisfaction causes burn out which negatively impacts the students.
To avoid negative self-concept, teachers must be able to perform well despite the changing task and environmental demands. One of the ways that can help teachers to perform well at their job is by implementing self-regulation. Self-regulation is a set of processes that includes a phase of thinking and planning out in advance, which is called the forethought phase; a phase of performing an action or reacting to stimuli, which is called the performance phase, and a phase of contemplating on the action that has been done, which is called self-reflection phase (Usher & Schunk, 2019). According to Pazhoman & Sarkhosh (2019), self-regulation is essential for teachers in making decisions. Self-regulated teachers are aware of themselves and the situations that they are in. Therefore, they can make the right decisions to perform well.
Numbers of research across the globe and particularly in Indonesia have been implemented to find the effectiveness of self-regulation learning in students (Sun et al., 2018;Dörrenbächer & Perels, 2016;Fauzi & Widjajanti, 2018;Mbato & Cendra, 2019).
The findings show that self-regulated learners are better at monitoring and improving their learning. In addition, self-regulated learners demonstrate improved academic achievement. Meanwhile, teacher self-regulation has not been much studied especially within Indonesia context. As many pieces of research have shown that selfregulation helps students improve their performance and achievement in learning, it is only reasonable that it also assists teachers in their professional development which results in competence and satisfaction in teaching.
Therefore, in this study, the researchers are curious to find the relationship between teacher self-regulation and their self-concept on competence and satisfaction in teaching. Suppose teacher self-regulation and self-concept are highly correlated, it is presumable that self-regulation can save teachers from burnout and thus can help them to conduct effective teaching which results in higher engagement among students. Two research questions are formulated in this study, (1) To what extent do

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Indonesian Teachers  Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers' self-regulation and the concept of their competency and satisfaction in teaching? The researchers aimed to investigate to what extent do Indonesian teachers implement self-regulation to assist them in their teaching job.
Next, the researchers sought to find whether higher level of self-regulation correlated to higher level of self-concept on the Indonesian teachers.

Participants
The participants of this study were chosen using convenience sampling, which allows teachers who were willing to participate in the study to be the subject of the research. In inviting the participants to join the study, the researchers first asked for friends who teach in various parts of Indonesia as prospective participants. Secondly, the researchers asked for their favor to distribute the questionnaire to other teachers.
Finally, 40 (66.7%) female and 20 (33.3%) male Indonesian teachers of primary and secondary formal schools in Indonesia are willing to be the research subjects.

Research Design
This present study employed a mixed method to ensure the triangulation using quantitative and qualitative data collection. Quantitatively, the instrument includes a survey to recognize the teachers' demographic data and a 6-point Likert-scale questionnaire that was adapted from Teacher Self-Regulation Scale (TSRS) by Capa-Aydin et al. (2009) and the Teacher Self-Concept Evaluation Scale (TSCES) by Villa & Calvete (2001). The 6-point Likert-scale identified the responses as 1 (strongly disagree), 2 (disagree), 3 (slightly disagree), 4 (slightly agree), 5 (agree) and 6 (strongly agree). In the qualitative approach, the instrument includes semi-structured interview questions that were developed from the statements of the questionnaire.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 559 The first part of the questionnaire that was adapted from the Teacher Self-Regulation Scale (TSRS) contains nine factors of teacher self-regulation which were presented in 15 items of statements. Those nine factors are goal setting, which is setting objectives to control the activities during the lesson; intrinsic interest, which is the beliefs teacher have regarding their personal interest in the teaching profession; performance goal orientation, which is goals to prove to others that one is a competent teacher; mastery goal orientation, which is goals to prove to oneself about their competency as a teacher; self-instruction which is applying instructional changes in teaching performance when needed; emotional control, which is regulating one's own emotion and feeling as a teacher; self-evaluation, which is evaluating one's own performance by comparing to the previous performance in teaching; self-reaction, which is teacher's emotional responses following their own performances; and helpseeking, which is the attempt to seek help when meeting difficulties. The second part of the questionnaire that was adapted from the Teacher Self-Concept Evaluation Scale (TSCES) includes 8 statements of self-concept of competence and 5 statements of self-concept of satisfaction.
The statements of the questionnaire were translated into the Indonesian language to ease the teachers in giving the responses. In addition, to facilitate the issue of distance between the researchers and the teachers, the questionnaire was distributed via Google Forms. Meanwhile, the interviews were done to gain a deeper understanding of teachers' experience in implementing teacher self-regulation strategies and to gain an understanding of the correlation between teacher selfregulation and teacher self-concept of their competence and satisfaction in teaching from the teachers' perspective. Three teachers agreed to be interviewed to share their experience of implementing self-regulation and their perception of their self-concept of competence and satisfaction in teaching. Due to the distance, the interviews were done by utilizing the Zoom video conference platform which enables video recording. The interviews were meant to be conversational in nature, which allows teachers to share advice about the topic discussed.
To analyze the data, there were two steps involved. First, the analysis of the quantitative data and second, the analysis of the qualitative data. To assess the quantitative data, the questionnaire's validity and reliability were evaluated using the Statistical Package for the Social Science (SPSS26.0). The data were then analyzed using a descriptive analysis to determine the mean score. For the qualitative data, the

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 560 information obtained from the interviews was transcribed, picked out for the supporting paragraphs of the quantitative results, and translated into English for presentation.

Findings
This study aimed to investigate the correlation between Indonesian teachers' selfregulation and their self-concept of competence and satisfaction in teaching. In other words, the study aimed to find out whether the implementation of self-regulation on Indonesian teachers results in a positive self-concept of their competence as a teacher and their satisfaction in their teaching job. To guide the readers of this study, in this part the researchers would provide the results and discussions of both the questionnaire and interview data.
To obtain the study, the researchers provided a questionnaire that consisted of 15 statements of teacher self-regulation (Variable X), 8 statements of teacher selfconcept of competence (Variable Y1), and 5 statements of teacher self-concept of satisfaction (Variable Y2). The validity and reliability of these statements were tested using SPSS.

Validity Test
To measure the validity of the questionnaire, the score of rcount must exceed the score of rtable. The total number of respondents for the questionnaire was 60 people (n=60). The score of rtable with n=60 in significance value of 5% is 0.254. questionnaire statements. The result showed that the score rcount of the 15 items of the teacher self-regulation questionnaire were ranging from 0.420 to 0.651 which was more than 0.254. In other words, the score of rcoun t> rtable. Thus, it could be concluded that all the items of teacher self-regulation questionnaire statements were valid and could be used in the study.  Table 2 presented the validity test result of teacher self-concept of competence questionnaire statements. From the data above, it could be seen that the rcount of the 8 items was more than the score of the rtable, ranging from 0.686 to 0.884.
Therefore, it could be stated that all statements in the teacher self-concept of competence questionnaire were valid and could be used as the instrument of the research. The teacher self-concept of satisfaction items validity test result was shown in Table 3. It could be seen from the table above that none of the rcount scores were below the rtable score. Therefore, it could be concluded that all the teacher selfconcept of satisfaction statements were valid to be used as the research instrument.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 562

Reliability Test
Besides the validity, the reliability of the questionnaire statements was also tested. The reliability test was done using the instruments of the Cronbach Alpha Test ( ) method. According to Sujarweni (2014), a questionnaire is said to be reliable when the score of the Cronbach Alpha is > 0.6. From the data in the table above, it could be seen that Cronbach's alpha scores of variables X, Y1, and Y2 were more than 0.6. Therefore, it could be concluded that the statements of teacher self-regulation, teacher self-concept of competence, and teacher self-concept of satisfaction were reliable to be used as the instrument of the research.

The Implementation of Teacher Self-Regulation
In this study, the researchers were curious to know to what extent Indonesian teachers implement teacher self-regulation strategies and what strategies were more popular among the teachers. Therefore, the researchers calculated and interpreted the data retrieved from the questionnaire. To guide the interpretation of the data, the researchers provided the agreement range of the mean score as follows: Slightly high 4.32 -5.14 high 5.15 -6.00 Rather high Source: (Pimentel, 2019)

Goal Setting Strategy in Teacher Self-Regulation
The results of the data collection of the implementation of teacher self-regulation strategies are presented in the following tables.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 563 3.3% of them answered 'slightly agree' with the statements and none of the respondents disagrees with the statements. Hence, it could be concluded that the goal-setting strategy in TSR had been implemented by the majority of the teachers. It is in accordance with the result of the mean score which was 5.40 indicating that the level of the implementation of goal-setting strategy in TSR was rather high. This finding is supported by the interview results concerning the goal-setting strategy implementation. A teacher asserted that: "My team and I set the learning goals together weekly. We ascertained students understood the learning goals before starting the lesson." (T1) Another teacher also shared her experience of implementing the goal-setting strategy in her class, she stated: "In my class, I invited the students to make the learning goals that are aligned with the scope of the curriculum to build students' sense of belonging and responsibility toward the lesson. That way, I can

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 564 decide on how to assess my students based on the goals my students have set." (T2) From these statements, both teachers implied that they have implemented goal setting strategy in TSR by identifying the goals to be achieved by students.  Table 7 shows that 58.3% of the respondents strongly agreed with the statements of the Intrinsic Interest strategy in TSR. While 26.7% of the respondents agreed, 15% slightly agreed, and none of them disagreed. The percentages indicate that most of the teachers have implemented the use of the Intrinsic Interest strategy in TSR. As seen in the table, the mean score was 5.43, which suggests that the use of intrinsic strategy among the teachers was at a rather high level. This finding was also supported by the results of the interview. A teacher in the interview section stated:

Intrinsic Interest in Teacher Self-Regulation
"I am proud of working as a teacher. I am also happy of becoming a teacher. I feel like becoming a teacher is my vocation." (T1) She believed that becoming a teacher is her calling in life. That notion motivated her to do the job wholeheartedly. Another teacher admitted: "The feeling of being proud of working as a teacher doesn't come until recently when I finally see my students grow. The realization that I am a part of their journeys of becoming who they are today makes me proud."(T3)

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 565 It has been acknowledged that self-regulated teachers are individuals who have a deeper sense of their roles as a teacher and can sustain their motivation in teaching (Toussi et al., 2011). Teacher 3 demonstrated her TSR by having refined intrinsic interest in her profession. Table 8 below presents the result of the survey on the implementation of emotional control strategy in TSR. The data showed that 3.3% of the respondents slightly disagreed and 0.83% of them disagreed with the statements on emotional control strategy. Therefore, only around 4% of the respondents had not regulated their emotional control in the class.

Emotional Control Strategy in Teacher Self-Regulation
In other words, the majority of the respondents had implemented an emotional control strategy in their TSR. The total score also showed a score of 5.12 denoting that the implementation of emotional control strategy was high among the teachers. In the interview section, teachers shared their experiences in coping with problems that occurred in the class. A teacher expounded: "When problems occur, I will find a space for myself so I can process my emotion and calm myself down. I usually find a quiet place to pray. Then in some cases, I'd also find a friend whom I can speak about the problems too." (T3)

Concept of Competence and Satisfaction in Teaching
Further, another teacher disclosed: "When problems occur in the class, first, I try not to panic so that I don't make my students panic too. Then, I usually take a deep breath and try to make myself calm so I can think and find the solution. Sometimes, when I need to deal the problems with the parents, I practice speaking and to communicate the matters alone before I speak to them." (T2) Both teachers supported the claim that the emotional control strategy was highly implemented among the teachers. Table 9. below shows the results of the implementation of self-reaction strategy in TSR by the teachers. As seen in the table above, a total of 54.2% of respondents strongly agreed with the statements relating to self-reaction strategy. While 37.5% of them agreed, 6.7% of them slightly disagreed, and only 1.7% of them slightly disagreed. The data suggest that the self-reaction strategy had been implemented by most of the Indonesian teachers who participated in the study. This is in line with the result of the mean score

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 567 showing a score of 5.44, which indicates that the implementation of the self-reaction strategy was rather high. The findings sided with the statements of the teachers in the interview section: "When I feel like I have worked hard to do something useful for my students, for my work, then I will give little treats to myself, such as time to rest, good food, etc." (T1) Another teacher added: "I give myself a self-reward after a hard day at work to keep me sane. However, I only do it when I am certain that the goals have been achieved for the good of the students. Otherwise, I would fall to the extreme of being too appreciative towards myself." (T2) Table 10. shows the percentages of the response given by the respondents on the statement of mastery goal orientation strategy in TSR. The percentages show that 55% of the respondents strongly agreed with the statement, 33.3% agreed, and 8.3% slightly agreed, leaving 1.7% slightly disagreed and 1.7% disagreed with the statement. It can be concluded that most of the respondents had implemented a mastery goal orientation strategy in TSR. The mean score of 5.38 supports the data, indicating that the implementation was rather high.

Mastery Goal Orientation Strategy in Teacher Self-Regulation
Regarding the implementation of the mastery goal orientation strategy, the teacher shared her experience in the interview: "I try to restrict between work hours and personal time. I try my best to use the work hours as effective as possible so that I don't need to bring work home. If I don't restrict myself, I will use most of my time to work and it drains me out." (T3) From the above statements, it can be seen that teachers have implemented a mastery goal orientation strategy in TSR. It indicates that teachers have set goals for improving their competencies. This aligns with Kyriakides et al., (2002) who argued that effective teachers maximize their working time. Table 11. presents the responses of the teachers on the implementation of selfinstruction strategy in TSR. It can be seen that only 1.7% of respondents disagreed, and 3.3% of respondents slightly disagreed with the statements of self-instruction strategy in TSR, leaving the majority of the respondents on the agreeing side. In accord with the mean score,

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 569 which was 5.43, the data suggests that the implementation of a self-instruction strategy among the teachers was rather high. The result of the questionnaire was supported by a teacher's statements in the interview section. She mentioned: "Before each class, I prepare myself by setting my mood to be ready to meet my students. I come to the classroom earlier to observe the students, so I can identify their conditions, their mood, and their readiness, therefore I can decide whether I need to improve the activities that I have prepared." (T3) For this teacher, one way of preparing herself to be ready for the class is by observing the students before she began her class. She took feedback from her observations to improve her instruction. Table 12. below shows the percentages of the implementation of self-evaluation strategy by the teachers.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 570 From Table 12, it can be seen that only 1.7% of the respondents were on the disagreeing side of the statements of self-evaluation strategy, meaning that most of the respondents were on the agreeing side. This is in accord with the mean score that shows 5.45 denoting that the level of the implementation of the self-evaluation strategy was rather high. Teachers gave responses regarding this strategy, affirming: "Yes, because I believe that every day there are things we can learn from. Besides personal reflection, I also do reflection in a group with my team. We discuss the struggle that we have and the problem that occurs. I think it is very helpful for me because it allows me to learn from different perspectives." (T1) Teacher 1 displayed her self-evaluation strategy in TSR by having self-reflection and group evaluation with her colleagues. This implementation overlapped with the helpseeking strategy that will be further discussed in the next section. Another teacher declared: "The school requires us to write reflections in the unit plan that we make, but I personally think it is hard for me to cope. I find reflections to be more meaningful when I write them with my students weekly. I

read students' reflections and learn from what works and what doesn't from them." (T2)
From her statement, Teacher 2 asserted that she did the self-evaluation by reflecting on students' weekly reflections. She took feedback from her students and evaluated her teaching. Her strategy overlapped with the self-instruction strategy where she took students' needs into account. Table 13. below shows the percentages of the implementation of help-seeking strategy by the teachers. From the data above, less than 2% of the respondents were on the opposing side of the statements of help-seeking strategy in TSR, meaning the rest of the respondents, which is the majority, had used help-seeking strategy in their TSR. The mean score was in agreement showing a score of 5.25 indicating that the implementation of the helpseeking strategy was rather high among the teachers. In the interview section, teachers were asked whether they often seek help when they encountered problems, and they responded:

Help-Seeking Strategy in Teacher Self-Regulation
"When I encounter problems, I try to find the solution by myself first. However, when I can't find the solution, I don't hesitate to ask for help from my team or other teachers." (T1) "I ask for help from someone I think is knowledgeable about the matter. I'm not afraid or ashamed to ask for help because I don't want to disadvantage others if I make mistakes because of my hesitation to ask for help." (T2) From their statements, it can be seen that teachers have implemented a help-seeking strategy in TSR.

The Correlation between Teacher Self-Regulation and Teacher Self-Concept of Competence
In this study, the data were submitted to Statistical Package for the Social Science (SPSS) and were examined using Pearson product-moment correlation to identify the degree of the correlation between teacher self-regulation (TSR) and teacher selfconcept (TSC) of competence and satisfaction. According to Sugiyono (2017), a

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 572 correlation degree can be considered very low (0.00 -0.199), low (0.20 -0.399), moderate (0.40 -0.599), strong (0.60 -0.799), or very strong (0.80 -1.000). Sig. (2-tailed) .003 N 60 60 **. Correlation is significant at the 0.01 level (2-tailed). Table 14. provides information about the significant value between TSR and TSC of competence, which scored 0.003. According to Pearson correlation theory, if the significance value is < 0.05, there is a correlation, but if the significance value is > 0.05, there is no correlation. Therefore, there was a positive correlation between TSR and TSC of competence. The table showed that the correlation score between TSR and TSC of competence was 0.381. The score was in the range of 0.200-0.399 which indicated that the correlation between the two variables was low.
From the analysis result of the questionnaire data, it could be concluded that teacher self-regulation correlated with teacher self-concept of competence, even though the correlation is low. A teacher confirmed: "For me, I can't say whether I am competent or not because the judgment should come from the other people who see my work. I don't know if I am competent or not, but I always try my best to be a teacher who gives a good influence on my students. Nevertheless, I think, implementing teacher self-regulation has helped me to improve myself to be competent in teaching." (T1) The statement displayed that even though Teacher 1 shows low confidence in her competence, she still believes that the implementation of TSR contributed to her competence.

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Indonesian Teachers  The Correlation between Teacher Self-Regulation and Teacher Self-Concept of Satisfaction Table 15 showed that the significance value between TSR and TSC of satisfaction. The significance value between TSR and TSC of satisfaction was 0.003, which was below 0.05 indicating that there was a positive correlation between TSR and TSC of satisfaction. The correlation score between the two variables was 0.372, which was in the range of 0.200-0.399 indicating that the correlation was low. Nevertheless, in the interview section, a teacher recorded: "Yes, I think the implementation of the self-regulation strategy has increased my satisfaction. When I implement those strategies, it helps me to run the class more smoothly which makes the students achieve their learning goals. So yes, my satisfaction comes when students enjoy the class and achieve their learning goals." (T1) The statement suggested that there is a positive correlation between TSR and TSC satisfaction. Which confirmed that the implementation of teacher self-regulation enhanced teacher self-concept of satisfaction.

Discussions
In this section, the findings will be discussed to find out whether Indonesian teachers have implemented teacher self-regulation strategies and whether it positively correlates with teacher self-concept of competence and satisfaction. The findings will be used to give suggestions to teachers and to the stakeholders on ways to help teachers gain positive self-concept of competence and satisfaction, so that they can have positive well-being and able to perform well in the class.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 574 The result of the questionnaire shows that the implementation of goal-setting strategy in TSR was considered rather high with the mean score of 5.40. The implementation of intrinsic strategy among the teachers was at a rather high level with the mean score of 5.43. The implementation of emotional control strategy was high among the teachers with the mean score of 5.12. The implementation of the selfreaction strategy was rather high with the mean score of 5.44. The implementation of mastery goal orientation strategy in TSR was rather high with the mean score of 5.38.
The data suggests that the implementation of a self-instruction strategy among the teachers was rather high with the mean score of 5.43. The implementation of the selfevaluation strategy was rather high with the mean score of 5.45. And the implementation of the help-seeking strategy was rather high with the mean score of 5.25. From this finding it can be concluded that Indonesian teachers have highly implemented teacher self-regulation strategies in their teaching job. It is also supported by the interview findings which prove previous theories and findings that self-regulated teachers are able to control and monitor their thoughts, emotions, and actions to perform well in the class Zimmerman et al. 1996;Pazhoman & Sarkhosh, 2019).
Regarding the correlation between the high level of the implementation of teacher self-regulation strategies with teacher self-concept of competence and satisfaction, the findings show that there is a positive correlation between TSR and TSC of competence and between TSR and TSC of satisfaction. Nevertheless, the correlation was low with the correlation score of 0.381 and 0.372. Nevertheless, teachers claimed in the interview section that the implementation of TSR contribute to the development of teacher competence. This proves the previous findings Baier  Karlen et al. (2020), and Han (2021). When teachers found that students showed improvements and enjoyment in their learning, teachers realized that it was because they had put efforts and had controlled everything well as the result of the implementation of self-regulation. In turn, it made them feel competent in their teaching profession. Similarly, even though the correlation was low between TSR and TSC of satisfaction, it was reported that teachers felt that TSR enhanced their self-concept of satisfaction. Similar to Toropova et al. (2021) and Pedditzi et al. (2021), teachers reported that their efforts to implement TSR strategies have contributed to their well-being as a teacher who are highly demanded and stressed by workload.

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching 575

Conclusions and Suggestions
Based on the findings, it can be asserted that the implementation of teacher self-regulation strategies by Indonesian teachers is high. The data obtained from the interviews also signify that Indonesian teachers have utilized teacher self-regulation strategies to support their teaching practice. The present study also found that there is a positive correlation between teachers' self-regulation and teachers' self-concept of competence and satisfaction. Even though the correlation is found low, it's still worth noting that the implementation of teacher self-regulation strategies contributes to the enhancement of teachers' self-concept of competence and satisfaction. A According to research, improving teachers' self-concept results in improved behaviors that result in more effective teaching. It can be concluded that the implementation of teacher self-regulation strategies elicits effective teaching.
Therefore, it is recommended that teachers are trained to implement self-regulation strategies to boost their self-concept which will promote effective teaching. When effective teaching is accomplished, students achieve learning goals and demonstrate desired learning behaviors.
The present study is not without limitations. This study only involved small numbers of participants and it was not specified to teachers of specific subjects or levels. Future studies could fill the limitations by inviting larger numbers of participants and/or by specifying the study to teachers of specific subjects or levels. Besides, the TSR and TSC strategies need to be explicitly instructed to pre-service teachers in their education. These areas can be worthwhile to prepare more confidents future teachers. Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences,

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Indonesian Teachers' Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching