The Relationship Between Teacher Factors and Social and Emotional Learning Program Implementation

• In Event: AERA Roundtable Session 8
  In Roundtable Session: The Importance of Teachers in SEL

Abstract

Through social and emotional learning (SEL), children can develop the social-emotional competence necessary for navigating challenging futures. School-based SEL programs can help, but outcomes are inconsistent. Teachers typically deliver SEL programs; thus, some research has explored factors that might affect teachers’ ability to implement SEL programs well. Two studies were conducted to explore the relationship between teacher factors and SEL program implementation quality. Study 1 found that the number of lessons in different programs was related to implementation quality, with more lessons leading to poorer quality. Study 2 found that teachers’ stress symptoms increased after delivering an SEL program, and their beliefs about their teaching efficacy decreased. Together, these findings suggest that teachers need support to implement SEL programs well.

Authors

• Tonje Mari Molyneux, The University of British Columbia

• Kimberly A Schonert-Reichl, University of Illinois at Chicago

• Eva Oberle, The University of British Columbia, Canada

• Deborah L. Butler, The University of British Columbia