Examining the Psychometric Properties of a Teacher Self-Report and Observational Measure of Social-Emotional Learning Classroom Practices

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-16 - Measuring Social and Emotional Learning Behaviors and Attitudes in Teachers and Students

Abstract

Research has shown positive outcomes of school-based social-emotional learning (SEL) programs, yet little is known about teachers’ use of SEL classroom practices (SEL-CP). This study addressed this gap through the development of a teacher self-report and observational measure of SEL-CP and by examining their psychometric properties and concurrent validity. Participants included 147 elementary school teachers and classrooms. Results indicated a three-factor structure of the SEL-CP teacher-report scale and acceptable inter-rater agreement of the observation scale. Teacher and observational reports of SEL-CP were not correlated; however, SEL-CP measures were associated with indicators of teacher well-being and the quality of classroom interactions. This study provides preliminary evidence of the scales’ reliability and validity. Limitations and implications for research and practice are discussed.

Authors

• Essie Sutton, Fordham University

• Joshua L. Brown, Fordham University