Teacher expectancies and student social emotional learning post-pandemic
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Roberge, Josée Natalie
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Roberge, Josée Natalie. 2024. Teacher expectancies and student social emotional learning post-pandemic. Master's thesis, Harvard University Division of Continuing Education.Abstract
The integration of social and emotional learning (SEL) in P-12 classrooms mayimpact student psychological, social, behavioral, and academic outcomes. The present
paper examined teachers’ beliefs about SEL, their perceptions of student SEL skills pre
and post pandemic, the expectancies they hold for student SEL development, and the
implementation of SEL in their post-pandemic classrooms. A 45-item online survey was
conducted with a convenience sample of 19 experienced teachers. The survey contained
34 Likert scale items and closed and open-ended questions to allow the participants to
share their thoughts, perspectives, and beliefs about SEL. An exploratory analysis of the
data using descriptive statistics, data visualization, and thematic analysis suggested that
teachers perceived a decline in student SEL skills post-pandemic. Furthermore, teacher
perceptions about SEL, expectancies for student post-pandemic SEL development and
SEL classroom implementation varied by a teacher’s age and school level taught. This
study begins to illuminate questions regarding teacher beliefs, practices, and perceived
barriers to SEL teaching for future studies.
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https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37378183
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