An Investigation of Turkish EFL Teachers’ Perceptions of Social-Emotional Learning and School Climate

Yıl 2023, Cilt: 9 Sayı: 2, 298 - 316, 23.10.2023

Zülal Ayar

https://doi.org/10.31464/jlere.1298621

Öz

The issues of teacher stress, fulfillment from the teaching practices, and efficacy have been regarded as one of the keystones of teacher development. However, limited studies in the language teaching context have associated all these factors with social-emotional learning (SEL) and school climate. Moreover, particularly after the outbreak of the pandemic, studies focusing on their relations through the lens of teachers were underrepresented in the field. Thus, this research will examine the interplays between English language teachers' SEL beliefs, perceptions of school climate, and the three foregoing teacher outcomes. To that end, 111 Turkish EFL teachers affiliated with schools in diverse districts and tutoring at different education levels were incorporated into the study. After meticulous analysis, a significant difference was detected between the teachers with nearly two decades of experience and their job satisfaction. However, no significant correlations were noted either between SEL beliefs and teachers' sense of occupational stress or school climate and SEL beliefs.

Anahtar Kelimeler

Efficacy, job satisfaction, school climate, social emotional learning, stress

Kaynakça

• Arslan, S. (2015). Social emotional learning and educational stress: A predictive model. Educational Research and Reviews, 10(2), 184-190. https://doi.org/10.5897/ERR2014.1936
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H Freeman/Times Books/ Henry Holt & Co.
• Bettencourt, A., Gross, D., & Ho, G. (2016). The costly consequences of not being socially and behaviorally ready by kindergarten: Associations with grade retention, receipt of academic support services, and suspensions/expulsions. Baltimore Education Research Consortium.
• Bortz, J. (2005). Statistik für human- und sozialwissenschaftler (6th Edition). Heidelberg: Springer Medizin Verlag.
• Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65, 49-67. doi:10.1111/j.2044-8279.1995.tb01130.x
• Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144-161. https://doi.org/10.1080/00461520.2019.1614447
• Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30(3), 219–236. https://doi.org/10.1177/0734282911424879
• Bridgeland, J. M., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how SEL learning can empower children and transform schools. SEL Publications.
• Brockmeier, L. A. (2023). A mixed-methods investigation of teacher classroom experiences and social-emotional learning during the COVID-19 pandemic [Doctoral dissertation, University of Missouri-Columbia]. https://mospace.umsystem.edu/xmlui/handle/10355/96073
• Cali, Y. (2022). Teachers' perceptions of social and emotional learning as it relates to classroom climate and self-efficacy (Publication No. 29167363) [Doctoral dissertation, Saint Peter’s University]. ProQuest Dissertations and Theses Global.
• Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832. https://doi.org/10.1037/0022-0663.95.4.821 CASEL. (n.d.). SEL models. Retrieved June, 2022, from https://casel.org/
• Chan, D. W. (2003). Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong. 19(4), 381–395. https://doi.org/10.1016/S0742-051X(03)00023-4
• Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189-1204. http://dx.doi.org/10.1037/a0029356
• Cooper, C. M., Przeworski, A., Smith, A. C., Obeid, R., & Short, E. J. (2023). Perceptions of social–emotional learning among K-12 teachers in the USA during the COVID-19 pandemic. School Mental Health, 15, 484–497. https://doi.org/10.1007/s12310-022-09563-w
• Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58, 12-17.
• Das, R. C. (2016). Handbook of research on global indicators of economic and political convergence. IGI Global.
• Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., … Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17(3), 325-337. https://doi.org/10.1007/s11121-015-0618-z
• Durlak, J. A. (2020). Programme implementation in social and emotional learning: Basic issues and research findings. Social and Emotional Learning, 46(3), 60-72. https://doi.org/10.4324/9780429444692-5
• Durlak, J. A.,Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N., … Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
• Erbil, F. (2022). Öğretmenin sosyal duygusal öğrenmesi. Alternatif Eğitim Dergisi,15, 37-45.
• Eva, A. L., & Thayer, N. M. (2017). Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 580-591. https://doi.org/10.1177/2156587217696928
• Fataar, A. (2020, June 11). A pedagogy of care: Teachers rise to the challenge of the ‘new normal’. Daily Maverick. https://www.dailymaverick.co.za/article/2020-06-22-apedagogy-of-care-teachers-rise-to-the-challenge-of-the-new-normal/
• Friedlaender, D., Burns, D., Lewis-Charp, H., Cook-Harvey, C. M., Zheng, X., & Darling-Hammond, L. (2014). Student-centered schools: Closing the opportunity gap. Stanford Center for Opportunity Policy in Education. Gallup, M. (2014). State of America's schools: A path to winning again in education. Retrieved May 2022, from http://www.gallup.com/services/178709/state-america-schools-report.aspx.
• Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643. https://doi.org/10.2307/1163230
• Hamilton, L. S., & Doss, C. J. (2020). Supports for social and emotional learning in American schools and classrooms: Findings from the American teacher panel. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA397-1.html.
• Hoy, W. K., & Miskel, G. C. (2012). Educational administration, theory, research and practice (7th ed). McGraw-Hill Companies.
• Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and wellbeing. Journal of School Psychology, 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. https://doi:10.3102/0034654308325693
• Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the revised school-level environment questionnaire. Educational and Psychological Measurement, 67, 833-844. https://doi.org/10.1177/0013164406299102
• Kılıç, C., & Bavlı, B., (2021). Opinions of secondary school teachers on social emotional learning skills. VIIIth International Eurasian Educational Research Congress (pp.195). Aksaray, Turkey.
• Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout, and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31, 843-856. https://doi.org/10.1080/01443410.2011.608650
• Kyriacou, C. (2011). Teacher stress: From prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 161-173). Edward Elgar Publishing. https://doi.org/10.4337/9780857931153.00027
• MacIntyre, P. D., Gregersen T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, well-being and negative emotions. System, 94, 1-12. https://dx.doi.org/10.1016%2Fj.system. 2020.102352
• Mahaye, N. E. (2020). The impact of COVID-19 pandemic on education: Navigating forward the pedagogy of blended learning. University of Pretoria, South Africa, 5, 4-9.
• Mahoney, J. L., & Weissberg, R. P. (2018). SEL: What the research says. Educational Leadership, 76(3), 34-35.
• Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., … Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128-1142. https://doi.org/10.1037/amp0000701
• McCarthy, C. J., Kissen, D, Yadley, L., Wood, T., & Lambert, R. G. (2006). Relationship of teachers’ preventive coping resources to burnout symptoms. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 179-196). Information Age.
• Miller, K. (2022). Teachers’ reflections on supporting social and emotional learning: Desires, practices, and tensions in fostering family-school ties. Journal of Online Learning Research, 8(1), 37-65.
• Motallebzadeh, K., Ashraf, H., & Yazdi, M. T. (2014). On the relationship between Iranian EFL teachers' burnout and self-efficacy. Procedia Social and Behavioral Sciences, 98, 1255-1262.
• OECD. (2015). Skills for social progress: The power of social and emotional skills. OECD Skills Studies, OECD Publishing. https://doi.org/10.1787/9789264226159-en
• Özdemir, E., & Babadoğan, M. C. (2023). Teacher candidates’ training needs for social-emotional competencies. International Journal of Curriculum and Instructional Studies, 13(1), 95-122. https://doi.org/10.31704/ijocis.2023.005
• Palmer, J. M., De Klerk, E. D., & Modise, M. A. (2021). Re-prioritizing teachers’ social emotional learning in rural schools beyond Covid-19. Journal of Ethnic and Cultural Studies, 8(2), 68-88. http://dx.doi.org/10.29333/ejecs/563
• Park, H. (2022). Teacher efficacy and job satisfaction of secondary teachers who are effective in social and emotional learning. Global Education Research, 14(2), 129-155. http://dx.doi.org/10.19037/agse.14.2.05 Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children (SPRING), 27(1), 137-155.
• Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
• Shao, Q. (2002). A reparameterization method for embedded models. Communications in Statistics - Theory and Methods, 31(5), 683-697.
• Skaalvik, E. M. & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
• Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and consequences. London, England: Sage.
• Tamhane, A. C. (1977). Multiple comparisons in model I one-way ANOVA with unequal variances. Communications in Statistics - Theory and Methods. 6(1), 15-32.
• Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., De Witte, H., & Van, D. B. (2007). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational & Organizational Psychology, 80, 251-277.
• Veena, S., Sheetal, M., & Navita, V. (2020). Covid-19 lockdown technology adaption, teaching, learning, students engagement and faculty experience. MuktShabd Journal, 9(4), 698-702.
• Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). The Guilford Press.
• Westling, D. L., & Whitten, T. M. (1996). Rural special education teachers’ plans to continue or leave their teaching positions. Exceptional Children, 62, 319-335.
• Will, M. (2020, April 7). The success of social-emotional learning hinges on teachers. Education Week. https://www.edweek.org/leadership/the-success-of-social-emotional-learning-hinges-on-teachers/2020/04