STEM Teachers' Social-Emotional Competencies and Teaching Efficacy in Urban Areas Post-Pandemic

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Leveling the Playing Field: Consequential Research to Create Equitable Outcomes (Table 14)

Abstract

This study examined the status of STEM teachers' Social-Emotional Competencies (SEC), PD engagement in social-emotional learning (SEL), and level of teaching self-efficacy (TSE) in urban secondary public schools that serve students with a large proportion of ELs (N= 307). Results show that there are significant gaps between the current and optimal status of urban STEM teachers’ TSE and SEC during the post-pandemic. Moreover, this study found urban STEM teachers lacked PD engagement in SEL during the post-pandemic, and their PD engagement in SEL was identified as having significant impacts on the promotion of STEM teachers’ TSE via their SEC.

Authors

• Xuan Zhou, Texas State University

• Yolanda N. Padron, Texas A&M University

• Eunkyeng Baek, Texas A&M University

• Hersh C. Waxman, Texas A&M University