WHAT DO SOCIAL AND EMOTIONAL LEARNING RESULTS MEAN FROM A TEACHER’S PERSPECTIVE?

Abstract

Abstract The purpose of this study is to give more meaning to SEL survey scores from a teacher’s perspective. SEL programs rely on assessing students’ social and emotional competences using self-evaluation. However, self-evaluations may be inaccurate and misleading. When individuals rate themselves regarding their own behavior, participants may answer falsely on a rating scale. The research question of this paper is what do SEL post survey scores mean from a teacher’s perspective? Fifteen middle school students were selected. Thirty teacher surveys and 29 teacher interviews were completed in order gather contextual information and background knowledge regarding the students’ SEL competencies. Several common themes emerged through teacher interviews. Students who improved their posttest survey scores after the implementation of the SEL intervention were described as perfectionist, they internalized their emotions, had low confidence, and had supportive parents. Students who remained constant before and after the SEL intervention demonstrated low confidence. Students who regressed following the SEL intervention demonstrated either high or low confidence and also lacked parent support. Keywords: Social and Emotional learning, SEL, parent support, self-evaluation