Teaching Role as a Predictor for Teachers’ Beliefs About Social and Emotional Learning

• In Event: Roundtable Session 8
  In Roundtable Session: A Is for Adult Social and Emotional Learning: Supporting Educator Practices

Abstract

The purpose of this study was to investigate how teaching roles predict teachers’ beliefs about social and emotional learning (SEL). Hierarchical linear regression was used to examine teachers’ beliefs about their comfort in teaching SEL, commitment to ongoing professional development in SEL, and perceptions of SEL within school cultures. The participant sample was comprised of 349 teachers from four distinct teaching roles (elementary classroom teachers, secondary classroom teachers, special education teachers, and specialist itinerant teachers). Findings indicated several differences between teaching roles. In particular, secondary teachers reported significantly weaker beliefs, elementary teachers generally reported the strongest beliefs, whereas special education and specialist itinerant teachers varied in the strength of their beliefs. Implications are discussed.

Authors

• Nancy Norman, The University of British Columbia

• Rebecca J. Collie, University of New South Wales