An Investigation of Factors Which Impact Teacher Self‐Efficacy in Providing Quality Social Emotional Learning Experiences for Students

Abstract

There is extensive research on the importance of the development of students’ social‐emotional learning (SEL) competencies. It is vitally important that educators provide students with all the skills they will need to be successful in college and career, as well as within society. These skills include, but are not limited to the abilities to effectively communicate with others, to collaborate with diverse groups of people, and to think critically in a variety of circumstances. Teachers play a very important role in this process. The purpose of this literature review is to examine research and literature which exists to understand how teachers’ sense of self‐efficacy impacts their ability to deliver quality social emotional learning experiences for their students. Many variables were considered including understanding factors which effect teachers’ sense of professional efficacy, understanding of educators’ beliefs about the development of social‐emotional skills being a component of their instruction and educators’ confidence in modeling the skills and providing SEL opportunities for their students.