Teachers' Social Networks and Social and Emotional Competence Inform Positive Outcomes for Students With Emotional and Behavioral Disorder

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: Teacher Stress and Coping

Abstract

This presentation shares findings from a convergent parallel mixed methods study examining how SPEDs placed in self-contained classrooms employ a collaborative model of instruction. Research shows that strong collegial partnerships improve students’ outcomes, especially for students with emotional and behavioral disorders. Literature elucidates that teachers’ social and emotional competencies (SEC) are significant malleable factors affecting school-based collaborations, instructional quality, and student outcomes. Emerging themes from qualitative interviews and results from quantitative social network analysis reveal that specific SECs are noted consistently as important qualities for effective school-based collaboration. Implications of these collaborations can inform ways to support teachers’ stress and coping within their daily school-based interactions.

Authors

• Elizabeth Levine Brown, George Mason University

• Michael W Valenti, Pressley Ridge

• Karen Celedonia, Pressley Ridge

• Duhita Mahatmya, The University of Iowa

• Tracy Sweet, University of Maryland - College Park

• Canaan Bethea, George Mason University