Does Responsive Classroom Experience Influence Teacher Beliefs about Social Emotional Learning?
Johnson, Michaela L
University of Wisconsin--Eau Claire
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Previous research highlights the importance of training in Social Emotional Learning (SEL) practices for teacher commitment, efficacy, and fidelity with the implementation of teacher-directed SEL programs. Implementation of SEL programs, including Responsive Classroom, is associated with positive outcomes for students, including improved academic achievement and positive interactions with peers and teachers. The current research study sought to understand if training in Responsive Classroom practices and years of experience implementing Responsive Classroom were associated with differences in teacher beliefs about SEL programs. Specifically, teachers from a small school district in the upper Midwest were surveyed on their beliefs about the importance of SEL competence in student academic success and their commitment to promoting SEL competence for students. Overall, there was no significant difference in reported teacher value of SEL or commitment to promoting SEL based on previous experience with training or years of experience implementing Responsive Classroom practices. All teachers in this school district held beliefs indicating that SEL is important and that it is classroom teachers’ role to infuse SEL instruction alongside academic content. Limitations of this current study and implications for future research examining the relationship between training and teacher beliefs were discussed.
Social emotional learning (SEL)