Date
3-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
David Lee
Keywords
social emotional learning, teacher self-efficacy
Disciplines
Special Education and Teaching
Recommended Citation
Davis, Amber, "The Impact of Social Emotional Beliefs on Teachers' Self-Efficacy: A Correlative Study" (2024). Doctoral Dissertations and Projects. 5285.
https://digitalcommons.liberty.edu/doctoral/5285
Abstract
The purpose of this quantitative, corelative study was to determine if Social Emotional Learning (SEL) beliefs had an impact on teacher self-efficacy amongst teachers within a suburban school district population. Social Emotional Learning programs aim to address students’ negative social and emotional concerns. These negative social and emotional concerns amongst students also have a negative impact on teachers. This study served to educate and provide school level administration data on whether SEL beliefs impact educator self-efficacy. This investigation can guide school districts on developing appropriate and targeted professional development for specific subgroups of teachers. For this study, a sample of 70 educators were surveyed within the elementary, middle, and high schools in a suburban school district within Georgia. The participants completed two instruments: the Belief in SEL Scale and Teacher Sense of Efficacy Scale–short (TSES). The Belief in SEL scale was used to assess teachers’ comfort in SEL implementation, commitment to the SEL lessons, and cultural beliefs amongst educators. The TSES was used to evaluate teachers’ sense of self-efficacy for classroom management, instructional strategies, and student engagement. A bivariate linear regression analysis was conducted to determine if there was a predictive relationship between SEL beliefs and teachers’ self-efficacy. The implications of the surveys will be discussed. The analysis demonstrated that teachers’ beliefs in SEL correlate positively with their self-efficacy. Future research to expand upon the current research could include comparing the SEL beliefs amongst educators of different subject areas, including participants from different geographical regions of the United States, as well as increasing the variables to include SEL comfort, commitment, and culture.
