Pre-recorded presentation link: https://www.youtube.com/watch?v=SyWh2lN2u9YSelf-regulated learning (SRL) has a positive impact on various outcomes, such as motivation and academic achievement. In times of remote learning due to Covid-19, which occurred in Germany for several months within the past two years, the ability to self-regulate one’s learning and its associated positive outcomes are more crucial than ever. Research has shown that even young school children can profit from SRL trainings. There is evidence, however, that teachers vary greatly in their support of SRL. This study examines which aspects of professional teacher competence, such as knowledge, beliefs, self-efficacy, or teachers’ own self-regulation are linked to teachers’ promotion of SRL in the classroom and may cause differences in the promotion of SRL. In addition to investigating predictors on the teacher level, we analyse whether a shared school vision of SRL or student characteristics are associated with teachers’ support of SRL. Beyond assessing teachers‘ promotion of SRL by means of questionnaire, we developed a standardised interview to capture teachers’ SRL practice in a more valid way. Participants were 1st to 8th grade teachers from all school types in Germany. The participants took part in an online survey (N= 246, 84.6% female), and a subsample was interviewed in detail following a standardised interview manual (n= 51, 88.2% female). Preliminary results of the online survey using structural equation modelling suggest that among the four aspects of teacher competence, teachers’ self-efficacy to promote SRL is the strongest predictor of teachers’ self-reported promotion of SRL (β= 0.78, SE= 0.09, p< .05). The interview data is currently being coded systematically using a coding scheme based on the ATES (Assessing How Teachers Enhance Self-Regulated Learning) observation instrument and will be analysed in the upcoming weeks. Multiple regression analyses will be performed to investigate how the four aspects of teacher competence explain variation in teachers’ SRL practice as assessed by means of the interview. Coding and analysis of interview data will be ready at the time of the conference. The results of this study provide an answer to the question why teachers vary in their SRL support and shed light on deficits in teacher competence regarding the promotion of SRL that call for professional development. In addition, this study provides a new way to assess teachers’ promotion of SRL via interviews that are more objective than self-report questionnaires on the one hand, and also more economical than classroom observation on the other hand.