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Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning.

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Title: Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning.
Authors: Schultz, David1 (AUTHOR) dschultz@umbc.edu, Ambike, Archana1 (AUTHOR), Stapleton, LauraM.1 (AUTHOR), Domitrovich, CeleneE.2 (AUTHOR), Schaeffer, CindyM.3 (AUTHOR), Bartels, Barbara4 (AUTHOR)
Source: Early Education & Development. Nov2010, Vol. 21 Issue 6, p865-885. 21p. 2 Charts.
Subject Terms: *Social development, *School districts, *Teacher attitudes, *Student attitudes, Mental illness
Abstract: Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a questionnaire that focuses on teacher perceptions of implementation support and teacher attitudes about social-emotional learning and by assessing its psychometric properties. One hundred forty-five Baltimore City Head Start preschool teachers completed the questionnaire. Factor analyses suggested 6 underlying constructs, which we termed administrative support, training, competence, program effectiveness, time constraints, and academic priority. Several of these scales predicted teacher reports of program implementation. Practice or Policy: The questionnaire holds significant promise as a tool for assessing readiness and barriers to social and emotional program implementation. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development 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
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  Data: Development of a Questionnaire Assessing Teacher Perceived Support for and Attitudes About Social and Emotional Learning.
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  Data: <searchLink fieldCode="AR" term="%22Schultz%2C+David%22">Schultz, David</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dschultz@umbc.edu</i><br /><searchLink fieldCode="AR" term="%22Ambike%2C+Archana%22">Ambike, Archana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stapleton%2C+LauraM%2E%22">Stapleton, LauraM.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Domitrovich%2C+CeleneE%2E%22">Domitrovich, CeleneE.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schaeffer%2C+CindyM%2E%22">Schaeffer, CindyM.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bartels%2C+Barbara%22">Bartels, Barbara</searchLink><relatesTo>4</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Nov2010, Vol. 21 Issue 6, p865-885. 21p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+illness%22">Mental illness</searchLink>
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  Data: Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a questionnaire that focuses on teacher perceptions of implementation support and teacher attitudes about social-emotional learning and by assessing its psychometric properties. One hundred forty-five Baltimore City Head Start preschool teachers completed the questionnaire. Factor analyses suggested 6 underlying constructs, which we termed administrative support, training, competence, program effectiveness, time constraints, and academic priority. Several of these scales predicted teacher reports of program implementation. Practice or Policy: The questionnaire holds significant promise as a tool for assessing readiness and barriers to social and emotional program implementation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development 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.)
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