Search results

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.

A cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.

The results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.

This research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences.

This qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals.

The paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership.

Due to the chosen research approaches and limited number of participants, the research results may lack generalizability.

This paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces.

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Case study methods, including interviews, observations and document analysis, were employed.

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.

Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.

Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.

Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.

In sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).

The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.

The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.

Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention.

Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data.

The analyses produced 11 interrelated themes.

School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability.

Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch.

There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

This article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.

This article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.

Through engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.

Consideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.

Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online course and community, Learning Creative Learning (LCL), to foster a creative, connected community of learners, particularly important at a time when many people are isolated in their homes.

LCL is a free, open, online, six-week course and ongoing community for educators and others who are interested in exploring the ideas and practices of creative learning. This paper describes the course design and highlights effective strategies for cultivating a course community, including making activities personal; creating opportunities to connect, share and reflect; engaging participants as facilitators; and supporting a global, multilingual community of learners.

The authors discuss how these strategies have engaged participants in connecting and contributing to the growing course community, providing examples from observations and feedback of course participants.

Supporting a connected community of learners is particularly relevant in current times of isolation and remote learning. This paper illustrates and discusses strategies to design online learning experiences where participants can connect, create, collaborate and contribute to community building themselves.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.