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Teacher Collaborative Action-Taking And Instructional Practices Supportive Of Social-Emotional Learning: A Correlational Study, Ann M. Leonard

Doctoral Dissertations

The purpose of this study was to examine possible correlations between collaborative action-taking and instructional practices supportive of student Social-Emotional Learning (SEL) among U.S. lower secondary-level teachers. This quantitative, ex post facto study utilized existing data from the 2018 Teaching and Learning International Survey (TALIS), sponsored by the Organization for Economic Cooperation and Development (OECD). Descriptive analyses provided a snapshot of current collaborative action-taking and instructional practices supportive of SEL across U.S. schools among lower secondary teachers (grades 7-9). Correlational analyses identified the relationships between the independent variables, types of teacher collaborative action-taking, and the dependent variables, specific instructional practices …