促进公平的教师胜任力:检视社会情感胜任力与多元文化效能之间的关系

Sarah K. Ura , Jessica W. DuBois , Katherine E. Fletcher , Julie A. Lorah
{"title":"促进公平的教师胜任力:检视社会情感胜任力与多元文化效能之间的关系","authors":"Sarah K. Ura ,&nbsp;Jessica W. DuBois ,&nbsp;Katherine E. Fletcher ,&nbsp;Julie A. Lorah","doi":"10.1016/j.sel.2025.100121","DOIUrl":null,"url":null,"abstract":"<div><div>Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs are thought to equip teachers with knowledge and skills to build positive interactions with students and promote an equitable classroom, but their relationship to one another is unclear. We use data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how multicultural efficacy and social-emotional competence relate to one another to inform teacher preparation efforts. Confirmatory factor analysis was employed to test four hypotheses about the underlying structure of constructs in relation to one another to better examine the degree to which factors, and the items comprising each factor, overlap. A 2-factor solution best fit our data, indicating related, but separate constructs; however, further study using different samples is needed to confirm. We discuss these results in the context of the potential need to embed both multicultural efficacy and social-emotional competence content within teacher preparation programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100121"},"PeriodicalIF":0.0000,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher competencies that promote equity: Examining the relationship between social-emotional competence and multicultural efficacy\",\"authors\":\"Sarah K. Ura ,&nbsp;Jessica W. DuBois ,&nbsp;Katherine E. Fletcher ,&nbsp;Julie A. Lorah\",\"doi\":\"10.1016/j.sel.2025.100121\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs are thought to equip teachers with knowledge and skills to build positive interactions with students and promote an equitable classroom, but their relationship to one another is unclear. We use data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how multicultural efficacy and social-emotional competence relate to one another to inform teacher preparation efforts. Confirmatory factor analysis was employed to test four hypotheses about the underlying structure of constructs in relation to one another to better examine the degree to which factors, and the items comprising each factor, overlap. A 2-factor solution best fit our data, indicating related, but separate constructs; however, further study using different samples is needed to confirm. We discuss these results in the context of the potential need to embed both multicultural efficacy and social-emotional competence content within teacher preparation programs.</div></div>\",\"PeriodicalId\":101165,\"journal\":{\"name\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"volume\":\"5 \",\"pages\":\"Article 100121\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-05-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2773233925000452\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Emotional Learning: Research, Practice, and Policy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2773233925000452","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

美国学校的学术和学科差距可能是课堂教师的多元文化效能和社会情感能力不发达的产物,至少在一定程度上是这样。在不同的学科中发展起来,这两种结构被认为是为教师提供知识和技能,与学生建立积极的互动,促进公平的课堂,但它们彼此之间的关系尚不清楚。我们使用了231名教师的数据,他们完成了多元文化效能和社会情感能力的测量,以更清楚地了解多元文化效能和社会情感能力是如何相互关联的,从而为教师的准备工作提供信息。验证性因子分析被用来检验四个假设的基本结构的构式相互关系,以更好地检查的程度,哪些因素,以及组成每个因素的项目,重叠。双因素解决方案最适合我们的数据,表明相关但独立的结构;然而,需要使用不同样本的进一步研究来证实。我们在教师培训计划中嵌入多元文化效能和社会情感能力内容的潜在需求的背景下讨论这些结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher competencies that promote equity: Examining the relationship between social-emotional competence and multicultural efficacy
Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs are thought to equip teachers with knowledge and skills to build positive interactions with students and promote an equitable classroom, but their relationship to one another is unclear. We use data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how multicultural efficacy and social-emotional competence relate to one another to inform teacher preparation efforts. Confirmatory factor analysis was employed to test four hypotheses about the underlying structure of constructs in relation to one another to better examine the degree to which factors, and the items comprising each factor, overlap. A 2-factor solution best fit our data, indicating related, but separate constructs; however, further study using different samples is needed to confirm. We discuss these results in the context of the potential need to embed both multicultural efficacy and social-emotional competence content within teacher preparation programs.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信