In-Service and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment

• In Event: Poster Session 9
  In Poster Session: Teacher Knowledge and Beliefs in the Context of Schooling

Abstract

Components of social emotional learning (SEL) play an important role in academic attainment and can be especially beneficial to young readers. One hundred seventy inservice and 155 preservice teachers were surveyed in the following studies to determine their overall knowledge of SEL and perceptions of preparedness, importance, and implementation.

Results indicated both groups had underlying knowledge regarding SEL, but performed poorly in identifying fundamental SEL terms. Responses indicated both groups felt underprepared for teaching SEL. Multiple regression analyses revealed preservice teachers’ responses to items on the perceptions scales predicted overall knowledge scores. ANOVA results indicated no differences by demographic variables on knowledge or perception scales. Implications for teacher preparation and classroom instruction are discussed along with directions for future research.

Author

• April Gayle Douglass, Texas A&M University