An analysis of inservice teachers’ self efficacy levels and teacher preparation program recommendations regarding social and emotional learning for general and special education students



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Social emotional learning (SEL) has become a prevalent part of the American educational system. With this rising popularity, there has been an increase in teaching SEL competencies in Pre-K through 12th grade classes. The responsibility to implement these competencies falls primarily on classroom teachers however, research shows there is little to no SEL education provided to teachers. Using a collective case study, this project was designed to investigate this discrepancy. This study utilized a survey as well as open-ended responses and interviews for qualitative analysis designed to evaluate the sample group’s efficacy levels regarding SEL as well as sought their recommendations for teacher preparation programs regarding the inclusion of SEL. The sample group was composed of in-service teachers. Data analysis indicated that teachers felt competent in their ability to teach SEL however, the data also showed that teachers indicated they had not received enough training concerning this content. Results of this study also showed that most in-service teachers felt SEL should be included in teacher preparation programs. The participants denoted that for a teacher to become competent in SEL, they needed modeling, more training, and experience with SEL content. These results coincide with prior research indicating more SEL training in needed however, this study further the research by elaborating on current teachers’ recommendations regarding the inclusion of SEL in teacher preparation programs. The findings imply that pre-service teachers must be taught SEL strategies in teacher preparation programs in order to be successful when they are required to implement the strategies in future classrooms.



Special Education, Social Emotional Learning, SEL, Teacher Preparation Programs