Samoregulirano učenje (SRU) postalo je važan obrazovni cilj, a budući da ovisi o kontekstu u kojemu se događa, učitelji imaju važnu ulogu u poticanju razvoja učinkovitih strategija samoregulacije učenja. Cilj provedenoga istraživanja bio je ispitati učiteljsko poticanje SRU-a i njegov odnos s nekim sociodemografskim obilježjima učitelja (spol, radni staž, obrazovna razina), učiteljskim percepcijama o poučavanju i učenju, predanošću poslu i sagorijevanjem na poslu. Istraživanje je provedeno na uzorku od 299 učitelja razredne i predmetne nastave. Primijenjeni su sljedeći mjerni instrumenti: upitnik sociodemografskih obilježja, Skala poticanja samoreguliranoga učenja, Upitnik učiteljskih percepcija o poučavanju i učenju, Skala učiteljske predanosti i Oldenburški upitnik sagorijevanja. Rezultati su pokazali da učitelji poticanje SRU-a u suvremenoj nastavi smatraju važnim te da potiču SRU u radu s učenicima. Poučavanje i učenje dominantno percipiraju kao proces osnaživanja i poticanja razvoja učenika (učeniku usmjerene aktivnosti), što predstavlja odmak od tradicionalnih aktivnosti usmjerenih na učitelja. Nisu utvrđene razlike u poticanju SRU-a s obzirom na sociodemografska obilježja učitelja, ali utvrđene su neke razlike u učiteljskim percepcijama, predanosti i sagorijevanju. Utvrđena je povezanost poticanja SRU-a i dominantne percepcije poučavanja i učenja te predanosti poslu i sagorijevanja na poslu. Najsnažniji su prediktori poticanja SRU-a predanost školi i učenicima te percepcija poučavanja i učenja kao procesa osnaživanja i poticanja razvoja učenika. Self-regulated learning (SRL) has become an important educational goal, and as it depends on the context in which it occurs, teachers have an important role to play in encouraging the development of effective learning self-regulation strategies. The aim of the research was to examine the teacher's encouragement of SRL and its relationship with some sociodemographic characteristics of teachers (gender, length of service, educational level), teachers’ perceptions of teaching and learning, commitment to work and burnout at work. The research was conducted on a sample of 299 primary and secondary school teachers. The following measurement instruments were applied: Socio-Demographic Survey Questionnaire, Self-Regulated Learning Encouragement Scale, Teacher Perceptions on Teaching and Learning Questionnaire, Teacher Commitment Scale and Oldenburg Burnout Questionnaire. The results showed that teachers consider the promotion of SRL is important in modern teaching and that they encourage SRL in working with students. Teaching and learning are predominantly perceived as a process of empowering and encouraging student development (student-centred activities) which is a departure from traditional teacher-centred activities. No differences were found in encouraging SRL with respect to teachers ’sociodemographic characteristics, but some differences were found in teachers’ perceptions, commitment to work, and burnout. The connection between encouraging SRL and the dominant perception of teaching and learning, as well as commitment to work and burnout at work, has been established. The strongest predictors of encouraging SRL are commitment to school and students, and the perception of teaching and learning as a process of empowering and encouraging development in students.