"I Always Want to Learn More": Exploring Teachers' Motivations for Improving Their SEL Practice.
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| Title: | "I Always Want to Learn More": Exploring Teachers' Motivations for Improving Their SEL Practice. |
|---|---|
| Authors: | Morris, Kamryn S.1 (AUTHOR) kamrynmj@uw.edu, Duane, Addison M.2 (AUTHOR), Metzger, Ashley N.3 (AUTHOR), Shapiro, Valerie B.3 (AUTHOR) |
| Source: | New Educator. Apr-Jun2026, Vol. 22 Issue 2, p211-236. 26p. |
| Subject Terms: | *Social emotional learning, *Classroom environment, *Academic motivation, *Special needs students, *Career development, *Teacher leadership, *Educational equalization, Self-actualization (Psychology) |
| Abstract: | Although many school districts provide continuous professional development (CPD) for their teachers in topics such as math and literacy, topics such as social emotional learning (SEL) require educators to seek additional professional development. Teachers may view SEL CPD as important for their own well-being as well as a mechanism for promoting student SEL; however, CPD is often critiqued by teachers as being misaligned with their personal and professional goals. Understanding the motivations that underlie teachers' engagement with SEL CPD can inform the design and delivery of these learning opportunities. We investigated 394 teachers' motivations for engaging in graduate-level, credit-bearing professional learning on SEL. Thematic analysis of teachers' responses to open-ended survey questions indicates that motivations to learn more about SEL included: 1) strengthening their commitment to their personal growth, 2) being more responsive to students' needs, 3) improving their classroom climate, 4) being a better teacher and leader, and 5) advancing equity. Findings add depth to traditional typologies (e.g. intrinsic, extrinsic, and altruistic) underlying teachers' motivations for CPD. This study's results have important implications for determining useful content for SEL CPD that more directly addresses the motivations of teachers and needs of students. [ABSTRACT FROM AUTHOR] |
| Copyright of New Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193123534 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "I Always Want to Learn More": Exploring Teachers' Motivations for Improving Their SEL Practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morris%2C+Kamryn+S%2E%22">Morris, Kamryn S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kamrynmj@uw.edu</i><br /><searchLink fieldCode="AR" term="%22Duane%2C+Addison+M%2E%22">Duane, Addison M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Metzger%2C+Ashley+N%2E%22">Metzger, Ashley N.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shapiro%2C+Valerie+B%2E%22">Shapiro, Valerie B.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22New+Educator%22">New Educator</searchLink>. Apr-Jun2026, Vol. 22 Issue 2, p211-236. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+needs+students%22">Special needs students</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Self-actualization+%28Psychology%29%22">Self-actualization (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although many school districts provide continuous professional development (CPD) for their teachers in topics such as math and literacy, topics such as social emotional learning (SEL) require educators to seek additional professional development. Teachers may view SEL CPD as important for their own well-being as well as a mechanism for promoting student SEL; however, CPD is often critiqued by teachers as being misaligned with their personal and professional goals. Understanding the motivations that underlie teachers' engagement with SEL CPD can inform the design and delivery of these learning opportunities. We investigated 394 teachers' motivations for engaging in graduate-level, credit-bearing professional learning on SEL. Thematic analysis of teachers' responses to open-ended survey questions indicates that motivations to learn more about SEL included: 1) strengthening their commitment to their personal growth, 2) being more responsive to students' needs, 3) improving their classroom climate, 4) being a better teacher and leader, and 5) advancing equity. Findings add depth to traditional typologies (e.g. intrinsic, extrinsic, and altruistic) underlying teachers' motivations for CPD. This study's results have important implications for determining useful content for SEL CPD that more directly addresses the motivations of teachers and needs of students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of New Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193123534 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1547688X.2025.2592291 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 211 Subjects: – SubjectFull: Social emotional learning Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Special needs students Type: general – SubjectFull: Career development Type: general – SubjectFull: Teacher leadership Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Self-actualization (Psychology) Type: general Titles: – TitleFull: "I Always Want to Learn More": Exploring Teachers' Motivations for Improving Their SEL Practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morris, Kamryn S. – PersonEntity: Name: NameFull: Duane, Addison M. – PersonEntity: Name: NameFull: Metzger, Ashley N. – PersonEntity: Name: NameFull: Shapiro, Valerie B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1547688X Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: New Educator Type: main |
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