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A Multidimensional Needs Assessment of Social Emotional Learning Skill Areas
Journal of Agricultural Education
Format: Journal Article
Publication Year: 2017
Pages: 186 - 206
Sources ID: 89796
Notes: Accession Number: EJ1138957; Acquisition Information: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org; Language: English; Reference Count: 27; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017ISSN 1042-0541ISSN 1042-0541
Visibility: Public (group default)
Abstract: (Show)
Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, & Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural education teachers in core SEL skill areas. Data were collected with three forms of a paper questionnaire to determine teachers' self-perceived levels of competence in core SEL skill areas. Twenty SEL indicators were assessed in four ways (Importance, Ability to Perform, Knowledge, and Ability to Teach), and then used to create three latent variables (Performance Competence, Knowledge Competence, and Consequence Competence), which served as dimensions of professional development needs. Agriculture teachers perceived the importance of all core SEL skill areas as having average or greater importance, their ability to model core SEL skill areas as average or greater, their knowledge of core SEL areas as average or greater, and possessing average or greater ability to teach core SEL skill areas. The findings of this study support the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2003) report and emphasize the importance of SEL in agricultural education.