ENHANCING TEACHER SELF-EFFICACY IN SEL: INSIGHTS FROM A SCOPING REVIEW
Keywords:
Teacher Self-Efficacy; Social and Emotional Learning; SEL Implementation; Professional Development Social Cognitive Theory
Abstract
This scoping review explores the individual and contextual factors that enable teacher self-efficacy for implementing social and emotional learning (SEL) programs in K-12 classrooms. Guided by Bandura's social cognitive theory, the review synthesizes evidence from 10 studies published between 2009 and 2023. Key themes emerged related to professional development and training, teacher characteristics and experience, school climate and leadership support, comfort with SEL practices, teacher-student relationships, SEL competencies and beliefs, and the influence of socio-cultural factors. The findings are organized into a proposed framework categorizing enablers of teacher self-efficacy into personal factors (e.g., social-emotional competence), behavioral factors (e.g., modeling SEL skills), and environmental factors (e.g., access to resources). The review highlights the multidimensional nature of teacher self-efficacy in SEL contexts and suggests that a comprehensive approach addressing multiple levels of influence is needed to create enabling environments. Implications for practice include providing high-quality training, fostering supportive school climates, and investing in teachers' personal development. Limitations and future research directions are discussed.
References
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[30] W. B. Holmes, “Teacher Efficacy in Implementing Social and Emotional Learning: A Convergent Mixed Methods Study,” 2021.
[31] T. Pozo-Rico, R. Poveda, R. Gutiérrez-Fresneda, J.-L. Castejón, and R. Gilar-Corbi, “Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies,” Psychol. Res. Behav. Manag., vol. Volume 16, pp. 1–18, Jan. 2023, doi: 10.2147/PRBM.S382572.
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[43] K. K. Westphaln et al., “From Arksey and O’Malley and Beyond: Customizations to enhance a team-based, mixed approach to scoping review methodology,” MethodsX, vol. 8, p. 101375, 2021.
[44] J. Y. Lim et al., “A systematic scoping review of reflective writing in medical education,” BMC Med. Educ., vol. 23, no. 1, p. 12, Jan. 2023, doi: 10.1186/s12909-022-03924-4.
[45] A. A. Alsalamah, “Special Education Teachers’ Self‐Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities,” Learn. Disabil. Res. Pract., vol. 38, no. 3, pp. 209–223, Aug. 2023, doi: 10.1111/ldrp.12318.
[46] R. J. Collie, J. D. Shapka, and N. E. Perry, “School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.,” J. Educ. Psychol., vol. 104, no. 4, p. 1189, 2012.
[47] C. R. Davis, C. N. Baker, J. Osborn, S. Overstreet, and the New Orleans Trauma-Informed Schools Learning Collaborative, “Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic,” Urban Educ., p. 004208592210998, May 2022, doi: 10.1177/00420859221099834.
[48] S. J. Odanga, P. J. Aloka, and P. Raburu, “Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools,” Alta. J. Educ. Res., vol. 68, no. 1, pp. 119–132, Mar. 2022, doi: 10.55016/ojs/ajer.v68i1.70744.
[49] H. N. Perera, C. Calkins, and R. Part, “Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level,” Contemp. Educ. Psychol., vol. 58, pp. 186–203, Jul. 2019, doi: 10.1016/j.cedpsych.2019.02.006.
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[51] K. L. Thierry, R. L. Vincent, and K. Norris, “Teacher-level predictors of the fidelity of implementation of a social-emotional learning curriculum,” Early Educ. Dev., vol. 33, no. 1, pp. 92–106, 2022.
[52] C. Yang, “Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic,” Sch. Psychol. Rev., vol. 50, no. 4, pp. 505–518, 2021.
[53] M. Zee, H. M. Y. Koomen, F. C. Jellesma, J. Geerlings, and P. F. De Jong, “Inter- and intra-individual differences in teachers’ self-efficacy: A multilevel factor exploration,” J. Sch. Psychol., vol. 55, pp. 39–56, Apr. 2016, doi: 10.1016/j.jsp.2015.12.003.
[54] R. J. Collie, “Teachers’ Social and Emotional Competence: Links with Social and Emotional Learning and Positive Workplace Outcomes,” in Social and Emotional Learning in Australia and the Asia-Pacific, E. Frydenberg, A. J. Martin, and R. J. Collie, Eds., Singapore: Springer Singapore, 2017, pp. 167–184. doi: 10.1007/978-981-10-3394-0_9.
[55] C. Yang, “Online Teaching Self-Efficacy, Social–Emotional Learning (SEL) Competencies, and Compassion Fatigue Among Educators During the COVID-19 Pandemic,” Sch. Psychol. Rev., vol. 50, no. 4, pp. 505–518, Oct. 2021, doi: 10.1080/2372966X.2021.1903815.
[2] E. Frydenberg, A. J. Martin, and R. J. Collie, Eds., Social and Emotional Learning in Australia and the Asia-Pacific. Singapore: Springer Singapore, 2017. doi: 10.1007/978-981-10-3394-0.
[3] R. P. Weissberg, J. A. Durlak, C. E. Domitrovich, and T. P. Gullotta, “Social and emotional learning: Past, present, and future.,” 2015.
[4] A. Bandura, “Self-efficacy: Toward a Unifying Theory of Behavioral Change,” 1977.
[5] M. Tschannen-Moran and A. W. Hoy, “Teacher efficacy: capturing an elusive construct,” Teach. Teach. Educ., vol. 17, no. 7, pp. 783–805, 2001, doi: https://doi.org/10.1016/S0742-051X(01)00036-1.
[6] A. Bandura, “Social foundations of thought and action,” Englewood Cliffs NJ, vol. 1986, no. 23–28, 1986.
[7] K. E. Frye, D. L. Boss, C. J. Anthony, H. Du, and W. Xing, “Content Analysis of the CASEL Framework Using K–12 State SEL Standards,” Sch. Psychol. Rev., pp. 1–15, Feb. 2022, doi: 10.1080/2372966X.2022.2030193.
[8] E. L. SEL, “CASEL briefs,” 2007.
[9] R. P. Weissberg, “Promoting the Social and Emotional Learning of Millions of School Children,” Perspect. Psychol. Sci., vol. 14, no. 1, pp. 65–69, Jan. 2019, doi: 10.1177/1745691618817756.
[10] G. M. Lawson, M. E. McKenzie, K. D. Becker, L. Selby, and S. A. Hoover, “The Core Components of Evidence-Based Social Emotional Learning Programs,” Prev. Sci., vol. 20, no. 4, pp. 457–467, May 2019, doi: 10.1007/s11121-018-0953-y.
[11] E. Frydenberg, R. Liang, and D. Muller, “Assessing students’ social and emotional learning: A review of the literature on assessment tools and related issues,” Soc. Emot. Learn. Aust. Asia-Pac. Perspect. Programs Approaches, pp. 55–82, 2017.
[12] X. Burgin, S. Coli, and M. C. Daniel, “Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers,” GIST – Educ. Learn. Res. J., no. 22, pp. 125–146, Jun. 2021, doi: 10.26817/16925777.964.
[13] L. Nathanson, S. E. Rivers, L. M. Flynn, and M. A. Brackett, “Creating Emotionally Intelligent Schools With RULER,” Emot. Rev., vol. 8, no. 4, pp. 305–310, Oct. 2016, doi: 10.1177/1754073916650495.
[14] E. Oberle, C. E. Domitrovich, D. C. Meyers, and R. P. Weissberg, “Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation,” Camb. J. Educ., vol. 46, no. 3, pp. 277–297, Jul. 2016, doi: 10.1080/0305764X.2015.1125450.
[15] J. E. Zins, R. P. Weissberg, M. C. Wang, and H. J. Walberg, Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press, 2004.
[16] K. Dix, S. K. Ahmed, T. Carslake, S. Sniedze, E. O’grady, and J. Trevitt, Student health & wellbeing Systematic Review. A systematic review of intervention research examining effective student wellbeing in schools and their academic outcomes. Main Report and Executive Summary. 2020.
[17] J. A. Durlak, R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, and K. B. Schellinger, “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions,” Child Dev., vol. 82, no. 1, pp. 405–432, Jan. 2011, doi: 10.1111/j.1467-8624.2010.01564.x.
[18] T. Kautz, J. J. Heckman, R. Diris, B. Ter Weel, and L. Borghans, “Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success,” 2014.
[19] G. H. Kim, “Culturally Sustaining Social Emotional Learning (SEL) Frameworks and Approaches,” 2022.
[20] D. Murano, J. E. Sawyer, and A. A. Lipnevich, “A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions,” Rev. Educ. Res., vol. 90, no. 2, pp. 227–263, Apr. 2020, doi: 10.3102/0034654320914743.
[21] S. A. Rutledge, L. Cohen-Vogel, L. Osborne-Lampkin, and R. L. Roberts, “Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning,” Am. Educ. Res. J., vol. 52, no. 6, pp. 1060–1092, Dec. 2015, doi: 10.3102/0002831215602328.
[22] L. Stang and A. Wells, “The Effects of Social-Emotional Learning Strategies on Promoting Positive Behavior on Elementary Students,” 2021.
[23] I. Ahmed, A. B. Hamzah, and M. N. L. Y. B. Abdullah, “Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence,” Int. J. Instr., vol. 13, no. 4, pp. 663–676, Oct. 2020, doi: 10.29333/iji.2020.13441a.
[24] M. Panayiotou, N. Humphrey, and M. Wigelsworth, “An empirical basis for linking social and emotional learning to academic performance,” Contemp. Educ. Psychol., vol. 56, pp. 193–204, Jan. 2019, doi: 10.1016/j.cedpsych.2019.01.009.
[25] K. M. Ross and P. Tolan, “Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample,” J. Early Adolesc., vol. 38, no. 8, pp. 1170–1199, Oct. 2018, doi: 10.1177/0272431617725198.
[26] R. D. Taylor, E. Oberle, J. A. Durlak, and R. P. Weissberg, “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects,” Child Dev., vol. 88, no. 4, pp. 1156–1171, Jul. 2017, doi: 10.1111/cdev.12864.
[27] J. L. Mahoney et al., “Systemic social and emotional learning: Promoting educational success for all preschool to high school students.,” Am. Psychol., vol. 76, no. 7, pp. 1128–1142, Oct. 2021, doi: 10.1037/amp0000701.
[28] K. A. Schonert-Reichl, “Social and Emotional Learning and Teachers,” Future Child., vol. 27, no. 1, pp. 137–155, 2017, [Online]. Available: http://www.jstor.org/stable/44219025
[29] D. L. Philippe, “Implementing Social Emotional Learning (SEL): An Evaluation of Illinois Teachers’ Capacity to Provide Sel Instruction and Use the Illinois SEL Standards,” 2017.
[30] W. B. Holmes, “Teacher Efficacy in Implementing Social and Emotional Learning: A Convergent Mixed Methods Study,” 2021.
[31] T. Pozo-Rico, R. Poveda, R. Gutiérrez-Fresneda, J.-L. Castejón, and R. Gilar-Corbi, “Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies,” Psychol. Res. Behav. Manag., vol. Volume 16, pp. 1–18, Jan. 2023, doi: 10.2147/PRBM.S382572.
[32] S. H. Dubovyk, A. Y. Mytnyk, I. V. Rashkovska, and A. Yu, “TRAINING TEACHERS TO TEACH SOCIAL COMPETENCE TO YOUNGER PUPILS,” no. 1, 2022.
[33] B. G. Gimbert, D. Miller, E. Herman, M. Breedlove, and C. E. Molina, “Social Emotional Learning in Schools: The Importance of Educator Competence,” J. Res. Leadersh. Educ., vol. 18, no. 1, pp. 3–39, Mar. 2023, doi: 10.1177/19427751211014920.
[34] M. Reynolds, “Teacher Awareness of Social Emotional Learning Standards and Strategies,” 2016.
[35] A. C. Zayats, “Teacher Perceptions of Social-Emotional Learning Program Implementation and Sustainability in One School Division in Northern Virginia,” Falls Church, Virginia, 2022.
[36] R. P. Corcoran and J. O’Flaherty, “Social and emotional learning in teacher preparation: Pre-service teacher well-being,” Teach. Teach. Educ., vol. 110, p. 103563, 2022, doi: https://doi.org/10.1016/j.tate.2021.103563.
[37] T. Ulla and K. Poom-Valickis, “Program support matters: A systematic review on teacher-and school related contextual factors facilitating the implementation of social-emotional learning programs,” in Frontiers in Education, Frontiers, 2023, p. 1013.
[38] T. Ulla and K. Poom-Valickis, “Program support matters: A systematic review on teacher-and school related contextual factors facilitating the implementation of social-emotional learning programs,” in Frontiers in Education, Frontiers, 2023, p. 1013.
[39] A. Schiepe-Tiska, A. Dzhaparkulova, and L. Ziernwald, “A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers’ Familiarity, Beliefs, Training, and Perceived School Culture,” Front. Psychol., vol. 12, p. 518634, Jun. 2021, doi: 10.3389/fpsyg.2021.518634.
[40] M. A. Brackett, M. R. Reyes, S. E. Rivers, N. A. Elbertson, and P. Salovey, “Assessing teachers’ beliefs about social and emotional learning,” J. Psychoeduc. Assess., vol. 30, no. 3, pp. 219–236, 2012.
[41] A. Bandura, “Social cognitive theory: An agentic perspective,” Annu. Rev. Psychol., vol. 52, no. 1, pp. 1–26, 2001.
[42] H. Arksey and L. O’Malley, “Scoping studies: towards a methodological framework,” Int. J. Soc. Res. Methodol., vol. 8, no. 1, pp. 19–32, Feb. 2005, doi: 10.1080/1364557032000119616.
[43] K. K. Westphaln et al., “From Arksey and O’Malley and Beyond: Customizations to enhance a team-based, mixed approach to scoping review methodology,” MethodsX, vol. 8, p. 101375, 2021.
[44] J. Y. Lim et al., “A systematic scoping review of reflective writing in medical education,” BMC Med. Educ., vol. 23, no. 1, p. 12, Jan. 2023, doi: 10.1186/s12909-022-03924-4.
[45] A. A. Alsalamah, “Special Education Teachers’ Self‐Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities,” Learn. Disabil. Res. Pract., vol. 38, no. 3, pp. 209–223, Aug. 2023, doi: 10.1111/ldrp.12318.
[46] R. J. Collie, J. D. Shapka, and N. E. Perry, “School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.,” J. Educ. Psychol., vol. 104, no. 4, p. 1189, 2012.
[47] C. R. Davis, C. N. Baker, J. Osborn, S. Overstreet, and the New Orleans Trauma-Informed Schools Learning Collaborative, “Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic,” Urban Educ., p. 004208592210998, May 2022, doi: 10.1177/00420859221099834.
[48] S. J. Odanga, P. J. Aloka, and P. Raburu, “Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools,” Alta. J. Educ. Res., vol. 68, no. 1, pp. 119–132, Mar. 2022, doi: 10.55016/ojs/ajer.v68i1.70744.
[49] H. N. Perera, C. Calkins, and R. Part, “Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level,” Contemp. Educ. Psychol., vol. 58, pp. 186–203, Jul. 2019, doi: 10.1016/j.cedpsych.2019.02.006.
[50] M. S. Poulou, “An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties,” Int. J. Sch. Educ. Psychol., vol. 5, no. 2, pp. 126–136, 2017.
[51] K. L. Thierry, R. L. Vincent, and K. Norris, “Teacher-level predictors of the fidelity of implementation of a social-emotional learning curriculum,” Early Educ. Dev., vol. 33, no. 1, pp. 92–106, 2022.
[52] C. Yang, “Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic,” Sch. Psychol. Rev., vol. 50, no. 4, pp. 505–518, 2021.
[53] M. Zee, H. M. Y. Koomen, F. C. Jellesma, J. Geerlings, and P. F. De Jong, “Inter- and intra-individual differences in teachers’ self-efficacy: A multilevel factor exploration,” J. Sch. Psychol., vol. 55, pp. 39–56, Apr. 2016, doi: 10.1016/j.jsp.2015.12.003.
[54] R. J. Collie, “Teachers’ Social and Emotional Competence: Links with Social and Emotional Learning and Positive Workplace Outcomes,” in Social and Emotional Learning in Australia and the Asia-Pacific, E. Frydenberg, A. J. Martin, and R. J. Collie, Eds., Singapore: Springer Singapore, 2017, pp. 167–184. doi: 10.1007/978-981-10-3394-0_9.
[55] C. Yang, “Online Teaching Self-Efficacy, Social–Emotional Learning (SEL) Competencies, and Compassion Fatigue Among Educators During the COVID-19 Pandemic,” Sch. Psychol. Rev., vol. 50, no. 4, pp. 505–518, Oct. 2021, doi: 10.1080/2372966X.2021.1903815.
Published
2024-10-31
How to Cite
Ruth E. Ignacio. (2024). ENHANCING TEACHER SELF-EFFICACY IN SEL: INSIGHTS FROM A SCOPING REVIEW. Journal of Education and Culture (JEaC), 4(2), 182-197. https://doi.org/10.47918/jeac.v4i2.1842
Section
Articles
