A Multiple-Group Confirmatory Factor Analysis of Teacher Perceptions of Social and Emotional Learning in Malawi

• In Event: Crown Plaza Roundtable Session 12
  In Roundtable Session: International Perspectives on Social and Emotional Learning

Abstract

Social and emotional learning (SEL) improves children’s school achievement. Successful implementation of SEL requires effective teacher pedagogy. In this study, we examined the perceptions of SEL among teachers sampled in rural primary schools in Malawi (n=432) by adopting the Teachers’ SEL Belief Scale designed in the United States. We also tested for measurement invariance of the scale across different teachers, and compared mean differences when invariant. Findings showed the validity of the adopted scale in Malawi, and it functioned equivalently across different teachers. Female teachers had lower institutional support for SEL than male teachers. Untrained teachers had lower levels of pedagogical comfort and institutional support compared to trained teachers. We discuss the research and policy implications of these findings.

Authors

• Jeongmin Lee, Florida State University

• Yanyun Yang, Florida State University

• Stephanie Simmons Zuilkowski, Florida State University