The relationship between teacher factors and social and emotional learning program implementation
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Molyneux, Tonje Mari
issued: 2021-05-19T17:20:31Z
issued: 2021
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: The children and youth of today will need social-emotional competence to help them navigate the challenges of an uncertain future. School-based social and emotional learning (SEL) programs have been shown to be effective in helping youth develop these vital, malleable skills, and that the positive outcomes endure. However, achieving these positive outcomes requires quality implementation by classroom teachers. There are many factors that contribute to teachers’ motivation, readiness, and ability to deliver an SEL program as intended. Using data collected in four experimental evaluations of SEL programs, two studies were conducted to explore the relationship between program implementation quality and teacher factors such as teaching efficacy, stress, job satisfaction, and beliefs about SEL. Study 1 explored relations of teachers’ (N = 32) pre-implementation factors including SEL experience, job satisfaction, and SEL beliefs, to program implementation quality. Correlational and multiple regression analyses revealed no significant relationships between teacher factors and implementation quality. However, the total number of lessons in the SEL programs surfaced as a significant predictor of implementation quality, where fewer lessons predicted greater implementation quality. Study 2 explored how changes in teacher factors including SEL beliefs, occupational stress, efficacy, and job satisfaction were related to teachers' program implementation quality. Teachers (N = 23) were grouped into low- and high-quality implementation categories based on their total implementation quality scores. Paired-samples t tests showed that teachers’ depersonalization, a symptom of occupational stress, and teaching efficacy scores significantly changed after implementing an SEL program; however, these changes were not in the hypothesized direction. Specifically, teaching efficacy scores decreased and depersonalization scores increased. Taken together, these findings indicate the need for fu…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/78378
note: THE RELATIONSHIP BETWEEN TEACHER FACTORS AND SOCIAL AND EMOTIONAL LEARNING PROGRAM IMPLEMENTATION by Tonje Mari Molyneux M.Ed., University of Calgary, 2008 B.Ed., University of Alberta, 2001 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) May 2021 © Tonje Mari Molyneux, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis entitled: The Relationship Between Teacher Factors and Social and Emotional Learning Program Implementation submitted by Tonje Mari Molyneux in partial fulfillment of the requirements for the degree of Master of Arts in Human Development, Learning, and Culture Examining Committee: Dr. Kimberly Schonert-Reichl, Professor, Department of Psychology, University of Illinois at Chicago (on leave, University of British Columbia) Supervisor Dr. Eva Oberle, Assistant Professor, School of Population and Public Health, University of British Columbia Supervisory Committee Member Dr. Deborah Butler, Professor, Educational and Counselling Psychology, and Special Education, University of British Columbia Supervisory Committee Member iii Abstract The children and youth of today will need social-emotional competence to help them navigate the challenges of an uncertain future. School-based social and emotional learning (SEL) programs have been shown to be effective in helping youth develop these vital, malleable skills, and that the positive outcomes endure. However, achieving these positive outcomes requires quality implementation by classroom teachers. There are many factors that contribute to teachers’ motivation, readiness, and ability to deliver an SEL program as intended. Using data collected in four experimental evaluations of SEL programs, two studies were conducted to expl…
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0398054
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Schonert-Reichl, Kimberly
type: Text
identifier URI: http://hdl.handle.net/2429/78378