Preservice Teachers' Self-Efficacy Regarding Emotion Socialization: A Factor Analysis

• 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

An exploratory factor analysis of pre-service teachers’ self-efficacy regarding emotion socialization practices in the classroom. This examination is part of a larger study looking at pre-service teachers’ knowledge of developing emotional competence in young children with an emphasis on emotion socialization practices in the classroom. The mixed-methods design with 130 undergraduate students from a teacher preparation program at a major, urban university in the northeast using survey and interview questions suggests pre-service teachers’ emotion socialization practices fit a factor structure that differs from the three broad factors of the survey modified from Hemmeter, Santos, and Ostrosky (2008). Additionally, the structure differs from pre- to post-test during their student teaching experience, highlighting the influence of classroom experience in teacher education programs.

Author

• Danielle Roberts, Temple University