contextual variables; social and emotional learning; teachers’ intention; teachers’ practices; theory of planned behaviour; Developmental and Educational Psychology; Clinical Psychology; Applied Psychology
Abstract :
[en] Research has demonstrated that social-emotional learning (SEL) positively influences myriad domains of children's development. However, the underlying mechanisms influencing teachers' adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that motivate teachers to adopt SEL teaching practices. The study's sample included 166 volunteer teachers in Luxembourg, recruited as part of a nationwide educational survey. Of these, 82.5% were women. Participants were recruited through convenience sampling, ensuring diversity in socio-economic backgrounds, grade levels, and student needs. Although these findings are based on self-reported data, they offer novel insights by quantifying teachers' engagement with SEL, with over 50% already implementing related activities. Structural equation modelling shows that the TPB model accounted for 49% of the variance in teachers' intentions and 44% of the variance in the adoption of SEL practices. Higher intention and self-efficacy predicted more frequent SEL implementation. Teachers with positive SEL attitudes and higher self-efficacy showed greater intention to implement SEL. These findings underscore the significance of cultivating positive attitudes and self-efficacy to facilitate the effective implementation of SEL in educational settings. The role of teacher gender and audience, as well as implications for teaching, professional development, and SEL research, are discussed.
HOUSSEMAND, Claude ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Lifelong Learning and Guidance
Guay, Frédéric ; Department of Educational Fundamentals and Practices, Université Laval, Québec, QC G1V 0A6, Canada
PONCELET, Débora ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Lifelong Learning and Guidance
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