The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum

By Carolyn R. Ransford, Mark T. Greenberg, C. Domitrovich, Meg L. Small, L. Jacobson, Lisa M. Hagermoser Sanetti, Thomas Kratochwill. School psychology review, 2009

256 citations recorded by the source corpus.

Abstract The present study examined how teachers’ psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social-emotional curriculum. Results revealed that teachers’ psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/5717d2af4b6c290e78c9189c5f6d830071a2f77c

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Citations in the corpus

Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement (2016, background): “Ransford et al. (2009) found that teacher burnout was negatively associated with the promotion of alternative thinking strategies linked to socioemotional curriculum.”
Toward Developing a Science of Treatment Integrity: Introduction to the Special Series (2009, unknown): “Ransford, Greenberg, Domitrovich, Small, and Jacobson (2009) ad dress the second goal of this special series as it relates to the promotion of treatment integrity.”
Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction (2015, background): “Furthermore, positive SEL beliefs are associated with burnout (negatively) and self-efficacy for teaching (positively; Brackett et al., 2012; Ransford et al., 2009).”
Evolution of the Treatment Integrity Concept: Current Status and Future Directions (2009, unknown): “The article by Ransford, Greenberg, Domitrovich, Small, and Jacobson (2009) describes concep tual issues around psychological variables that may affect treatment integrity, specifically the variables of teacher burnout and efficacy as well as perceptions of administrative support.”
Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “The additional support coaching sessions offer teachers as part of the IY TCM intervention is often cited as necessary to intervention implementation fidelity and success (Driscoll et al. 2011; Forman et al. 2009; Noell et al. 2002; Ransford et al. 2009; Wenz-Gross and Upshur 2012).”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “…and understanding is critical because teachers who feel high levels of efficacy in delivering the intervention, compared to those who feel burned out, are more likely to administer exercises with fidelity and in a highquality manner (Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009).”
Efficacy of the Responsive Classroom Approach (2014, background): “Teachers’ psychological state (e.g., burnout, self-efficacy) and their perceived value of the program have been implicated in schoolwide SEL adoption (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2011; Ransford et al., 2009).”