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Full-Text Articles in Education

Teacher Collaborative Action-Taking And Instructional Practices Supportive Of Social-Emotional Learning: A Correlational Study, Ann M. Leonard Oct 2021

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 …


Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt Aug 2015

Catch The Bus: Investigating The Correlations Between Teacher Collaborative Action-Taking And Self-Efficacy, Tara B. Brandt

Doctoral Dissertations

The purpose of this study was to explore the correlations between particular teacher collaborative actions and teachers’ sense of self-efficacy. Additionally, descriptive analyses provided a snapshot of current collaborative action-taking across US schools, and elucidated teachers’ present sense of self-efficacy. This study utilized existing data from the 2013 Teaching and Learning International Survey (sponsored by the OECD), which was completed by 1,926 lower secondary teachers from just over 120 different American schools. Multivariate correlational analysis confirmed that frequency of US teachers’ participation in collaborative actions significantly correlated to higher levels of teacher self-efficacy. Actions with the highest correlations included: taking …