Relationship Between Teachers' Emotional and Cultural Competence, Self-Efficacy in Social-Emotional Learning Beliefs, and Outcome Expectancies

• In Event: 67.067 - MTCC Roundtable Session 31
  In Roundtable Session: 67.067-8 - Effects of Teacher-Student Relationships and Teachers' Emotional, Cultural, and Mindful Competence on Students and Learning Outcomes

Abstract

This study examined the relationship between preschool to 12th grade teachers’ (a) emotional and cultural competence, (b) self-efficacy in implementing SEL instruction, and (c) expectancies about classroom and student outcomes due to engagement in culturally responsive teaching (CRT) practices. Findings from a sample of 110 teachers in a mid-Atlantic state suggest that teachers with greater cultural and emotional competence were more likely to expect more positive outcomes from CRT practices and those with greater cultural competence were more likely to report greater self-efficacy in implementing SEL instruction. This research suggests the need for professional development focus on improving teacher emotional and cultural competencies to better support SEL instruction.

Authors

• Tia Navelene Barnes, University of Delaware

• Kathleen Ann McCallops, University of Delaware

• Emily Soriano, University of Delaware