A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context DOI
Huaxia Xiong, Mingfeng Xue,

Guan Di

et al.

Journal of Psychoeducational Assessment, Journal Year: 2024, Volume and Issue: 42(8), P. 988 - 1001

Published: July 23, 2024

The impact of teachers’ beliefs on the implementation and effectiveness Social Emotional Learning (SEL) programs underscores essential need for reliable measures these beliefs. This study aims to explore validate psychometric properties Teacher Beliefs Scale (TSELBS) within Chinese educational context, utilizing Partial Credit Model Rasch family models. Through analysis responses from 893 teachers, our findings confirm reliability, validity, robust TSELBS, making it a valuable instrument assessing educators’ SEL Additionally, results indicate that TSELBS demonstrates fairness across gender, levels, areas. These outcomes emphasize critical role culturally sensitive methods in evaluating lay foundational step future cross-cultural research this domain. contribution advances global conversation SEL, facilitating further studies similar validations diverse cultural settings.

Language: Английский

Teachers’ Perceived Social-Emotional Competence as a Vital Mechanism of Adult SEL DOI Creative Commons
Rebecca J. Collie, Fabiola Sáez-Delgado, Helena Granziera

et al.

Social and Emotional Learning Research Practice and Policy, Journal Year: 2025, Volume and Issue: unknown, P. 100117 - 100117

Published: May 1, 2025

Language: Английский

Citations

0
Celebrating 40 years of Teaching and Teacher Education (1985–2025): Top ten cited articles 1985–2025 DOI
Hafdís Guðjónsdóttir, Robert C. Kleinsasser

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: unknown, P. 105071 - 105071

Published: May 1, 2025

Language: Английский

Citations

0
Exploring the Impact of Preservice Teachers’ Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children’s Literature DOI
Tuğçe B. Arda Tunçdemir, Mary Napoli

Early Childhood Education Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 20, 2024

Language: Английский

Citations

2
Teacher-student relationships: the roles of teachers’ emotional competence, social emotional learning beliefs, and burnout DOI
Μαρία Πούλου, Pamela W. Garner

Teachers and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 22

Published: Dec. 6, 2024

Using a questionnaire survey methodology, this study examined associations among elementary school teachers' perceptions of their emotional competence, positive social learning beliefs, burnout perceptions, and the quality relationships with students. Participants were 120 teachers (88 females 32 males) recruited from 15 Greek schools. Results demonstrated that competence personal achievement both positively associated students as close. When reported high levels exhaustion, commitment to was related teacher-student closeness. In contrast, when teacher depersonalisation achievement, negatively Teachers less conflict they experiencing achievement. Findings indicate psychological processes linking various dimensions social-emotional relationship-building between in classrooms are similar those operate U.S. Strategies support development effective training for leaders discussed.

Language: Английский

Citations

2
Social Emotional Learning in Teacher Education: Biographical Narrative as a Method for Professional Development DOI Creative Commons

Maayan Shalev,

Stella Gidalevich

Education Sciences, Journal Year: 2024, Volume and Issue: 14(8), P. 821 - 821

Published: July 27, 2024

Social emotional learning (SEL) of teachers is crucial both to and their students. Thus, teachers’ professional development should focus on cognitive, emotional, social skills in order promote identity formation. Teacher a life-long process that begins education. The Biographical Narrative, the story about our lives, was chosen as method with potential SEL. Eighteen preservice participated workshop focusing part shared Narrative group. Data from reflections 12 participants were collected analyzed qualitatively. purpose study understand perceptions development, contribution tellers, listeners, findings revealed related aspects development. developmental occurs throughout all stages method—planning, performance, reflection. In addition, influenced not only but also listeners Implications are discussed regarding work schools.

Language: Английский

Citations

1
A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context DOI
Huaxia Xiong, Mingfeng Xue,

Guan Di

et al.

Journal of Psychoeducational Assessment, Journal Year: 2024, Volume and Issue: 42(8), P. 988 - 1001

Published: July 23, 2024

The impact of teachers’ beliefs on the implementation and effectiveness Social Emotional Learning (SEL) programs underscores essential need for reliable measures these beliefs. This study aims to explore validate psychometric properties Teacher Beliefs Scale (TSELBS) within Chinese educational context, utilizing Partial Credit Model Rasch family models. Through analysis responses from 893 teachers, our findings confirm reliability, validity, robust TSELBS, making it a valuable instrument assessing educators’ SEL Additionally, results indicate that TSELBS demonstrates fairness across gender, levels, areas. These outcomes emphasize critical role culturally sensitive methods in evaluating lay foundational step future cross-cultural research this domain. contribution advances global conversation SEL, facilitating further studies similar validations diverse cultural settings.

Language: Английский

Citations

0