ERIC Number: EJ1377249
Record Type: Journal
Publication Date: 2022
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1099-839X
Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study
Current Issues in Education, v23 n3 2022
Teacher collaboration and social-emotional learning (SEL) are extant school improvement strategies intended to have a positive effect on student learning outcomes. The purpose of this quantitative, "ex post facto" study was to examine possible correlations between degree of teacher collaboration and use of instructional practices that support student SEL among lower secondary teachers (grades 7-9) in the United States (Leonard, 2021). Correlational analyses were conducted using a secondary dataset of the 2018 Teaching and Learning International Survey (TALIS) sponsored by the Office of Economic Cooperation and Development (OECD, 2018). Results showed strong, statistically significant relationships between frequency of teacher engagement in higher-intensity "student-facing" collaborative actions such as peer observation, and the enactment of instructional approaches that contribute to student SEL, such as helping students believe they can do well in school and having them work in groups to come up with a joint solution to a problem. Implications for research and for the advancement of teacher collaboration and SEL in P12 schools are discussed.
Descriptors: Teacher Collaboration, Social Emotional Learning, Teaching Methods, Secondary School Teachers, Correlation, Teacher Surveys
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teaching and Learning International Survey
Grant or Contract Numbers: N/A