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Measurement of Teachers' Social-Emotional Competence: Development of the Social-Emotional Competence Teacher Rating Scale
Short Title: Measurement of Teachers' Social-Emotional Competence
Format: Book
Publication Year: Submitted
Publisher: University of Oregon
Sources ID: 89331
Notes: Access: Resources: Cite This Item Advanced options ... In: Measurement of Teachers' Social-Emotional Competence: Development of the Social-Emotional Competence Teacher Rating Scale Access: Materials specified: Item Resolution URL Instruction: Put this Resolution URL in a web browser to view this item. Genre/Form: Electronic Thesis or Dissertation Identifier: Mental Health; Social-Emotional; Social-Emotional Competence; Teacher General Info: All Rights Reserved. Material Type: Internet resource (url) Date of Entry: 20130814 Update: 20141020 Provider: OCLC
Visibility: Public (group default)
Abstract: (Show)
The significant role that teacher social-emotional competence (SEC) may play in the classroom environment through classroom management, forming positive teacher-student relationships, and implementation of social-emotional learning (SEL) curricula, as well as the influence SEC may have on teachers' overall well-being, requires an assessment that is able to reliably measure this construct in a manner that is valid for research and applied purposes. This study investigated the development of a scale measuring teacher SEC, the Social-Emotional Competence Teacher Rating Scale (SECTRS). The SECTRS was created and evaluated by an expert panel. Following the content validation process and follow-up revisions, the scale was administered to a sample of teachers (N = 302) and the scale's factor structure was explored, along with basic elements of the scale's reliability and validity. Finally, demographic characteristics were assessed to determine if relationships to SEC scores existed across these characteristics. Results of the factor analysis revealed a four-factor solution that explained 37.93% of the variance. The four factors identified measured aspects of teacher-student relationships, emotion regulation, social-awareness, and interpersonal-relationships. Internal consistency reliability estimates ranged from .69 to .88. Convergent validity results revealed that the SECTRS factor and total scores had significant, positive correlations (.44 to .65) with a scale measuring emotional intelligence and low, negative correlations with a scale measuring teacher burnout (.01 to -.34). Teacher ratings on the SECTRS did not demonstrate differences across gender, ethnicity, and community setting. Teacher ratings on the SECTRS differed based upon years of teaching experience, age, teacher setting, and grade-level. Finally, the SECTRS was found to have significant, positive correlations with perceptions of teacher-student relationships (.40 to .64), controlling behavior management st