A Quantitative Study of Teachers' Social Emotional Competency and Social Instructional Practices in Metropolitan Atlanta Preschools

Autor/in	Finch, Shawntye N.
Titel	A Quantitative Study of Teachers' Social Emotional Competency and Social Instructional Practices in Metropolitan Atlanta Preschools
Quelle	(2016), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-6520-1
Schlagwörter	Hochschulschrift; Dissertation; Social Development; Emotional Development; Preschool Teachers; Teaching Methods; Metropolitan Areas; Teacher Attitudes; Teaching Experience; Educational Attainment; Correlation; Preschool Education; Interpersonal Competence; Emotional Intelligence; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Entwicklung; Gefühlsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum; Lehrerverhalten; Bildungsabschluss; Bildungsgut; Korrelation; Interpersonale Kompetenz; Emotionale Intelligenz
Abstract	Teachers are the primary implementers of social emotional learning (SEL) programs, their social emotional competence (SEC) and beliefs about how the school culture supports SEL likely influences program delivery, evaluation, and outcomes. The purpose of this quantitative correlational study was to examine the extent to which teacher SEC can predict preschool teachers' ability to support SEL in the classroom through instructional practices in a sample of 90 pre-school teachers in metropolitan Atlanta. A secondary goal was to determine if level of education and years of experience modified the relationship. Participants were selected through purposeful sampling and took an anonymous online survey that was comprised of several demographic questions and included a revised version of the Self-Assessing Social and Emotional Instruction and Competencies Tool (SASEIC) in order to measure each of the study variables: (a) teachers' level of education (b) teachers' years of experience, (c) teachers' SEC, and (d) teachers' perception of their ability to support SEL in the classroom through instructional practices. Pearson r correlations and multiple linear regressions were used to test the hypothesis. Findings from the study indicate that there is a strong positive and highly significant relationship between preschool teachers' SEC and social instructional practices in metropolitan Atlanta. Higher levels of education and more years of experience where also associated with increased levels of reported instructional practices. Recommendations for future research include selecting a larger geographic area and increased sample size to produce higher statistical power and to improve the reliability of measurement. Future research should also include a wider age and grade range to further investigate the impact of teacher SEC and SEL instructional practices to include all who aim to incorporate SEL to promote increase SEC. Additionally, a different research design such as an experimental design that includes pre and post data to see how PD in SEL affects teacher SEC and SEL instructional practices, would provide a different viewpoint of data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01