A quantitative examination of the social-emotional competence, beliefs about social-emotional learning school culture, and job satisfaction among teachers in restorative practice schools.
| dc.contributor.advisor | Shelton, Ryann N. | |
| dc.contributor.advisor | Kaul, Corina R., 1969- | |
| dc.creator | Schoch, Adriane L., 1980- | |
| dc.creator.orcid | 0009-0001-3950-6530 | |
| dc.date.accessioned | 2024-07-30T12:45:51Z | |
| dc.date.available | 2024-07-30T12:45:51Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:45:51Z | |
| dc.description.abstract | While leaders in Texas public education have recently shown support for social-emotional learning initiatives, some teachers still feel underdeveloped and lack competencies in this area. When teachers lack social-emotional competencies, including classroom management strategies and relationship-building skills, they contribute to a cycle of poor classroom climate and increased risk of stress, burnout, and loss of job satisfaction. Teachers need more support in creating and maintaining a positive classroom climate in a school environment that provides a rich social-emotional learning culture and opportunities to build on their relational and classroom management skills. With teacher retention efforts rising, it is imperative to continue seeking links to positive teacher outcomes. Initiatives such as restorative practices, which focus on building social-emotional learning skills and improving classroom climate through relational and restorative discipline practices, correlate with positive student outcomes. While outcomes for students and teachers are often bidirectional, it is essential to consider how restorative practices may relate to positive outcomes for teachers. As such, the purpose of this causal-comparative quantitative study was to examine differences in teachers’ social-emotional competence in relationship management, beliefs about their social-emotional learning school culture, and teaching satisfaction between teachers at schools that implement restorative practices and those at schools that do not. Additionally, this study investigated the correlation between teachers’ social-emotional competence in relationship management, beliefs about their social-emotional learning school culture, and teaching satisfaction. The results of this study indicated a positive correlation between social-emotional learning culture and teacher job satisfaction. Additionally, this study showed that teachers at schools that implement restorative practices report higher levels of job satisfaction and more positive beliefs about their social-emotional learning school culture than teachers at schools that do not implement restorative practices. Teachers’ social-emotional competence in relationship management did not correlate with either social-emotional learning culture or teacher job satisfaction, nor was there a statistical difference in teachers’ social-emotional competence in relationship management between teachers at schools that implement restorative practices compared to those at schools that do not. The results of this study led to implications and recommendations for Texas teachers, school leaders, district-level decision-makers, and researchers in the field. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12913 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | A quantitative examination of the social-emotional competence, beliefs about social-emotional learning school culture, and job satisfaction among teachers in restorative practice schools. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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