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Social and emotional learning and school climate : predictors of teacher stress, job satisfaction, and sense of efficacy

University of British Columbia

The aim of this study was to investigate whether social and emotional learning and school climate have an impact on teacher stress, job satisfaction, and sense of efficacy. The sample included 664 public schoolteachers from suburban, rural, and remote areas of British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher outcomes, school climate, and social and emotional learning. Hierarchical multiple regression analyses showed that positive school climates significantly predicted lower teacher stress, increased teacher job satisfaction, and increased teacher sense of efficacy. Of the school climate variables, student relations played the most significant role in predicting better teacher outcomes. Other significant variables were collaboration among staff, school resources, and input in decision making. For social and emotional learning, the findings demonstrated that stronger beliefs and integration of social and emotional learning predicted greater job satisfaction and increased teacher sense of efficacy; however, certain social and emotional learning variables also predicted increased stress. Of the social and emotional learning variables, comfort with and regular implementation of social and emotional learning in the classroom, the support and promotion of social and emotional learning , and the integration of social and emotional learning across the school predicted better outcomes for teachers, whereas commitment to improving social and emotional learning provided mixed results. Implications for practice and research are discussed.

Text

2010-06-02

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/25341

Human Development, Learning, and Culture

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/