Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning

Schultz, David; Ambike, Archana; Stapleton, Laura M.; Domitrovich, Celene E.; Schaeffer, Cindy M.; Bartels, Barbara

doi:10.1080/10409280903305708

Cited by 17 publications

(12 citation statements)

References 37 publications

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“…It is necessary for future research to follow up on assessing factors which could influence the effective implementation and sustainability of SEL, namely: pre-implementation, supported implementation, and sustainability (Schultz et al, 2010). Teacher attitudes and motivation to continue implementing SEL would differ from phase to phase and there is a need to further investigate how such a solution could be obtained in a form of mentoring.…”

Section: Resultsmentioning

confidence: 99%

“…It is likely that if the teacher is pressured to ensure the class performs well academically, he or she may think that SEL lessons can be sacrificed in favour of academic subjects. This would lead to a less effective infusion of SEL in classrooms and a lower emphasis on the SECs growth of students (Schultz et al, 2010). The difference in perception of educators' responsibility in developing SEL of students also leads to varying results; if the teacher feels that the social and emotional development of a child falls outside of the job scope of a teacher, he or she is not likely to carry out the SEL programs with conviction (Schultz et al, 2010).…”

Section: Influences Of Teachers' Perception On Teachingmentioning

confidence: 99%

“…A teacher's perception of whether the SEL program is necessary also affects the effectiveness of the SEL infusion in classrooms (Schultz et al, 2010). In terms of implementation feasibility, while educators felt that it was feasible to include a period of SEL per week, majority of them felt that it was not feasible to go beyond that, citing the lack of time to prepare the lesson (Buchanan et al, 2009).…”

Section: Influences Of Teachers' Perception On Teachingmentioning

confidence: 99%

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Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Ee¹,

Cheng²

2013

J. Tea. Tea. Edu.

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This study is part of a bigger research project that addresses the infusion of social emotional learning (SEL) in students' academic subjects such as English, Mathematics, Science and Character Education. Seventy-six teachers were involved in the infusion of SEL in four schools. After the Posttest 1, besides administering a teacher questionnaire, 19 out of 76 teachers were interviewed individually to assess their perceptions of SEL, their views on their SEL infusion in class and their perceptions of the factors that enhance or hinder SEL implementation. The interview questions were divided into three categories: the importance of social and emotional competencies (SECs) for students; infusion of SEL into the school curricula and their own attempts at imparting SECs to their students during their lessons. Teachers' perceptions of their role in infusing SEL and their doubtful belief that SEL will lead to students' academic achievement may impede the success of their SEL infusion in class. Furthermore, although they perceived that students with low SECs have poor self-management and relationship-management skills, they did not translate this into practice in enhancing their students' SEL. Implications for the classroom will be discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Influences Of Teachers' Perception On Teachingmentioning

confidence: 99%

Section: Influences Of Teachers' Perception On Teachingmentioning

confidence: 99%

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Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Ee¹,

Cheng²

2013

J. Tea. Tea. Edu.

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“…Four of the existing measures made inferences about teachers’ SEL beliefs, for example, by assessing the following: how teachers apply SEL strategies in the classroom as part of program implementation (Hussey & Flannery, 2007), what skills and abilities they believe are important for students to learn (Kowalski, Pretti-Frontczak, & Johnson, 2001; Lane, Pierson, & Givner, 2003), or what they consider to be essential priorities in education (Bunting, 1984). The fifth study published a questionnaire designed to assess teachers’ attitudes about one specific SEL intervention (Schultz et al, 2010).…”

mentioning

confidence: 99%

Assessing Teachers’ Beliefs About Social and Emotional Learning

Brackett

Reyes

Rivers

et al. 2011

Journal of Psychoeducational Assessment

146

111

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Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers' beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers' comfort with teaching SEL, commitment to learning about SEL, and perceptions about whether their school culture supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers' beliefs about SEL from both researcher and practitioner perspectives.

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“…This lack of support has an impact on teacher effectiveness. Teacher's sense of competence in instruction is vital to program implementation quality (Schultz et al, 2010). Sense of administrative support is one of the most important factors to successful program implementation in addition to training, time constraints, and perceived capabilities with program delivery.…”

Section: Support For Teachers In Social Emotional Learningmentioning

confidence: 99%

Teachers' perspectives and understanding of social emotional learning in an early elementary suburban public school

Forrester¹

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This study seeks to understand the experiences of early elementary public-school teachers in regard to social emotional learning within their classrooms, which is important because teacher perspectives are rarely accounted for when districts discuss and use social and emotional learning practices. Research is largely focused on student outcomes, but literature shows that teacher outcomes impacts student outcomes and teacher perceptions of social emotional learning can impact their abilities to effectively implement such practices. Social Emotional Learning is used as a framework to guide this interpretative phenomenological analysis of teacher perceptions and understanding of social emotional learning. Two research questions guided the study: (1) What are teacher perceptions and understanding of social emotional learning? (2) Given their perceptions and understandings, how do teachers incorporate social emotional learning into their everyday teaching practices? Participants included early elementary classroom teachers that were interviewed. Research findings revealed individual participants' perceptions and understandings of social emotional learning within their teaching practices.

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Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning

Cited by 17 publications

References 37 publications

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Assessing Teachers’ Beliefs About Social and Emotional Learning

Teachers' perspectives and understanding of social emotional learning in an early elementary suburban public school

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