Measuring teacher beliefs about factors that promote Classroom Social and Emotional Learning (CSEL)
The success of social and emotional learning (SEL) in the classroom hinges on the buy-in of teachers, as they serve as the principal implementers of SEL initiatives. This is particularly relevant in contexts where SEL is nascent and emerging. In response to this need, we developed a scale to measure...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-06-01
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| Series: | Social and Emotional Learning: Research, Practice, and Policy |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2773233924000238 |
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| Summary: | The success of social and emotional learning (SEL) in the classroom hinges on the buy-in of teachers, as they serve as the principal implementers of SEL initiatives. This is particularly relevant in contexts where SEL is nascent and emerging. In response to this need, we developed a scale to measure teachers’ beliefs about factors that promote classroom social and emotional learning (CSEL). We validated the scale in India, where SEL has recently gained attention, on a large sample of teachers (N = 2097). Factor analysis revealed a three-factor structure comprising beliefs about healthy classroom management, inclusive classroom culture and supportive student relationships. The scale demonstrated good psychometric properties: strong internal consistency, predictive validity (with mental well-being), convergent validity (with emotional intelligence), discriminant validity (with perceived stress) and measurement invariance across males and females. We hope that understanding teachers' beliefs on these factors can help inform successful program implementation, and thus offer crucial insights for mainstreaming SEL. Impact Statement: Social and emotional learning's (SEL) classroom success hinges on teacher buy-in as primary implementers. We crafted a scale measuring teachers’ beliefs in promoting classroom SEL (CSEL), validated in India with 2097 teachers. The scale revealed three factors: healthy management, inclusive culture, and supportive relationships. It showed strong psychometric properties, correlating with well-being and emotional intelligence, inversely with stress. Gender-invariant measurement ensures robustness. These beliefs inform effective program implementation, crucial for SEL mainstreaming in education. |
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| ISSN: | 2773-2339 |