The Role of Gender, Setting and Experience in Teacher Beliefs and Intentions in Social and Emotional Learning and Respectful Relationships Education

Autor/inn/en	Molina, Andres; Cahill, Helen; Dadvand, Babak
Titel	The Role of Gender, Setting and Experience in Teacher Beliefs and Intentions in Social and Emotional Learning and Respectful Relationships Education
Quelle	In: Australian Educational Researcher, 49 (2022) 1, S.63-79 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molina, Andres) ORCID (Cahill, Helen) ORCID (Dadvand, Babak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00420-w
Schlagwörter	Teacher Attitudes; Beliefs; Social Emotional Learning; Advocacy; Intention; Elementary School Teachers; Interpersonal Competence; Values Education; Foreign Countries; Gender Differences; Teaching Experience; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Sozialanwaltschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz; Werterziehung; Ausland; Geschlechterkonflikt; Australien
Abstract	In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of social and emotional learning (SEL) and gender and respectful relationships (G&RR) education. Using multivariate binary logistic regression analysis, we examine the impacts of gender, teaching experience and school setting on (1) teachers' beliefs about the significance of teaching for SEL and G&RR, and (2) their intentions to advocate for program implementation in their schools. Data were collected from a survey of 293 Australian teachers (137 primary and 156 secondary teachers) at exit from 13 two-day professional learning workshops aimed to foster readiness to teach a SEL and G&RR education program. The findings show significant differences remain post-training in beliefs and advocacy intentions on the basis of teacher gender, experience and location in a primary or secondary school setting. Females, teachers with 10 or more years of experience, and those teaching in primary schools demonstrate stronger beliefs in and greater intention to advocate for the implementation of SEL and G&RR education. We discuss the implications of these findings in relation to developing a deeper understanding of the ways in which gender and institutional norms might work to constrain or enable provision of SEL and G&RR education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01