A correlational investigation of the relationship between teacher competence, confidence, and school culture factors that influence social and emotional learning implementation.

Despite recent nationwide efforts to improve students’ social, emotional, behavioral, and overall mental well-being, rates of mental health among adolescents have not shown improvement. Although school-based, social and emotional learning (SEL) provides the supports necessary to improve these student outcomes, SEL implementation is not always consistent and is even absent in some states. Additionally, there are many teacher-related factors involved that impact the effectiveness of implementation and have undue influence on one another. Educators involved in students’ education have an ethical responsibility to have a high level of competence to provide effective SEL for students. Furthermore, it is essential for educational institutions to promote a culture of SEL that allows for effective implementation of SEL programs, practices, strategies, or beliefs. This quantitative correlational study examined the relationship between teacher perceptions of internal and external factors related to SEL implementation using a web-based survey. Additionally, I investigated statistical differences in groups of teachers based on their certification level and whether their administration required SEL as part of the daily schedule or not. Jennings and Greenberg’s (2009) Prosocial Classroom model served as the theoretical framework for this study. The model asserts that factors related to effective SEL implementation, including a positive classroom climate, healthy teacher-student relationships, effective classroom management, teacher social and emotional competence and well-being, students’ social, emotional, and academic outcomes, and other contextual factors such as professional learning opportunities and administrative support influence one another. Correlational analyses revealed moderate to strong, positive correlations between SEL culture, school climate, and professional learning. Regression analyses indicated SEL culture, school climate, and professional learning were significant predictors of teachers’ comfort level in implementing SEL practices. Teachers’ perceptions revealed a statistically significant difference in comfort level in implementing SEL practices based on the presence or absence of administration required SEL as part of the daily classroom schedule. However, findings indicated no statistical differences in levels of SEL comfort existed between teachers who were alternatively certified compared to teachers who were traditionally certified. Implications for these findings relate to teachers, school administrators and researchers in the field of elementary education and professional development.