A Multiple-Group Confirmatory Factor Analysis of Teacher Perceptions of Social and Emotional Learning in Rural Malawi

Autor/inn/en	Lee, Jeongmin; Yang, Yanyun; Zuilkowski, Stephanie Simmons
Titel	A Multiple-Group Confirmatory Factor Analysis of Teacher Perceptions of Social and Emotional Learning in Rural Malawi
Quelle	In: British Journal of Educational Psychology, 89 (2019) 4, S.600-615 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jeongmin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12247
Schlagwörter	Foreign Countries; Teacher Attitudes; Social Development; Emotional Development; Developing Nations; Elementary School Teachers; Gender Differences; Rural Areas; Teacher Education; Measurement; Malawi + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Developing country; Developing countries; Entwicklungsland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Rural area; Ländlicher Raum; Lehrerausbildung; Lehrerbildung; Messverfahren
Abstract	Background: Social and emotional learning (SEL) positively impacts children's school achievement and adult productivity. Successful implementation of SEL relies on teachers' pedagogical beliefs and practices. Aims: We examined whether the "Teachers' SEL Belief Scale" designed in the United States is adoptable in low-income countries such as Malawi in response to a growing interest in teacher practices in SEL but a lack of research instruments in these countries. Samples: The data used in this study were from 432 teachers working in 34 randomly selected primary schools in Zomba, a rural district in Malawi. Methods: We used multiple-group confirmatory factory analysis to investigate the factor structure and the invariance of the adapted scale across teachers with different characteristics such as gender and training experience in SEL. When invariant, we compared group mean differences among teachers in our sample by gender and training experience. Results: We found that the "Teachers' SEL Belief Scale" measured a similar construct of pedagogical perceptions of SEL among the sampled teachers, and it functioned equivalently across teachers with different genders and training experiences. Female teachers had lower perceived institutional support for SEL instruction compared to male teachers. Untrained teachers had lower levels of pedagogical comfort as well as perceived support for SEL compared to trained teachers. Conclusions: Our findings validate the adaptability of the "Teachers' SEL Belief Scale" in low-income contexts such as Malawi. We did not find evidence of systematic bias relative to group membership. In addition, significantly lower pedagogical comfort and institutional support among female and untrained teachers suggest areas for policy intervention to improve teacher performance in SEL in Malawi. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01