Assessing Teachers' Beliefs About Social and Emotional Learning
Assessing Teachers' Beliefs About Social and Emotional Learning
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DOI：
10.1177/0734282911424879
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发表时间：
2012-06-01
影响因子：
1.7
通讯作者：
Salovey, Peter
中科院分区：
文献类型：
--
作者：
Brackett, Marc A.;Reyes, Maria R.;Salovey, Peter
教师是社会和情感学习（SEL）计划的主要实施者。他们对SEL的信念可能会影响项目的交付、评估和结果。一个简单的工具来衡量这些信念可以被学校管理人员用来确定学校准备SEL编程和研究人员更好地了解教师变量，影响实施保真度和程序的结果。在一个两阶段的研究中，我们开发并验证了教师对SEL的信念的简约测量。在第一阶段，对935名教师进行了调查，并进行了探索性和验证性因素分析，得出了三个可靠的量表，分别涉及教师对SEL教学的舒适度，对SEL学习的承诺，第2阶段提供了证据的同时和预测效度的规模与子样本的教师实施SEL计划的一部分，随机对照试验。讨论的重点是从研究者和实践者的角度来衡量教师对SEL的信念的价值。
Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers' beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers' comfort with teaching SEL, commitment to learning about SEL, and perceptions about whether their school culture supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers' beliefs about SEL from both researcher and practitioner perspectives.