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The aim of this study was to investigate whether school climate and social-emotional learning impact teacher commitment. The sample included 664 public schoolteachers from British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher commitment, school climate, and social-emotional learning. Binary logistic regression analyses showed that positive school climates significantly predicted three forms of teacher commitment: greater general professional commitment, future professional commitment, and organizational commitment. Of the school climate variables, student relations and collaboration among staff predicted commitment. In addition, stronger beliefs and integration of social-emotional learning predicted two types of teacher commitment: greater general professional commitment and organizational commitment. Of the social-emotional learning variables, the support and promotion of a social-emotional learning culture across the school and comfort with and regular implementation of social-emotional learning in the classroom predicted greater teacher commitment. Implications for practice and research are discussed. (Contains 6 tables and 1 footnote.)
The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about social-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed. (Contains 5 tables and 2 figures.)