Preliminary Findings: Elementary Classroom Teachers’ Self-Efficacy Regarding Social-Emotional Learning

Abstract

With the rising popularity of social-emotional learning (SEL), there has been an increase in the teaching of SEL competencies in pre-K through 12th-grade classes. Teachers have widely been responsible for implementing these competencies; however, research shows that little to no SEL education is provided to teachers. Research also shows that teachers feel they need to receive more SEL training before implementing competencies. This project explored current elementary teachers’ self-efficacy levels regarding SEL. This project utilized a survey, open-ended responses, and interviews for qualitative analysis. Participants comprised 33 in-service teachers, and interviews were conducted with five participants. Data analysis indicated that teachers felt confident in their ability to teach SEL. However, many explained that this confidence derived from experience with teaching SEL and not due to the training they received. Participants of this study indicated that although experience improved their efficacy, more training, including follow-up training, is necessary for pre-service or new educators to build their SEL efficacy. The findings suggest that current teachers feel that pre-service and/or new educators need to be provided with SEL training that includes hands-on learning opportunities to build efficacy levels regarding SEL implementation in future classrooms.

Keywords:Social-emotional learning, teacher preparation programs, teaching training, social and emotional instruction, elementary education

DOI: 10.7176/JEP/15-5-13

Publication date: April 30^th 2024