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首页> 外文期刊>British journal of educational psychology >A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi
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A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi

机译：马拉维农村社会和情感学习教师看法的多群核查因素分析

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Background Social and emotional learning (SEL) positively impacts children's school achievement and adult productivity. Successful implementation of SEL relies on teachers' pedagogical beliefs and practices. Aims We examined whether the Teachers' SEL Belief Scale designed in the United States is adoptable in low-income countries such as Malawi in response to a growing interest in teacher practices in SEL but a lack of research instruments in these countries. Samples The data used in this study were from 432 teachers working in 34 randomly selected primary schools in Zomba, a rural district in Malawi. Methods We used multiple-group confirmatory factory analysis to investigate the factor structure and the invariance of the adapted scale across teachers with different characteristics such as gender and training experience in SEL. When invariant, we compared group mean differences among teachers in our sample by gender and training experience. Results We found that the Teachers' SEL Belief Scale measured a similar construct of pedagogical perceptions of SEL among the sampled teachers, and it functioned equivalently across teachers with different genders and training experiences. Female teachers had lower perceived institutional support for SEL instruction compared to male teachers. Untrained teachers had lower levels of pedagogical comfort as well as perceived support for SEL compared to trained teachers. Conclusions Our findings validate the adaptability of the Teachers' SEL Belief Scale in low-income contexts such as Malawi. We did not find evidence of systematic bias relative to group membership. In addition, significantly lower pedagogical comfort and institutional support among female and untrained teachers suggest areas for policy intervention to improve teacher performance in SEL in Malawi.
机译：背景社会和情感学习（SEL）积极影响儿童的学校成就和成人生产力。成功实施SEL依赖教师的教学信念和实践。目的我们审查了在美国的低收入国家（如Malawi）的低收入国家，以应对SEL中的教师实践的兴趣，而是缺乏这些国家的研究文书，但是在美国的低收入国家可采用。样本本研究中使用的数据来自432名教师，该教师在34名在马拉维农村地区的Zomba随机选择的小学工作。方法采用多组核查工厂分析来研究具有不同特征的教师的因素结构和适应规模的不变性，如不同的特征，如SEL的培训经验。当不变时，我们将群体与性别和培训经验进行了比较了我们样本中教师之间的差异。结果我们发现教师的SEL信仰规模测量了采样教师中SEL的类似构建，并在具有不同性别和培训经验的教师上等效地运行。与男教师相比，女教师对SEL教学的感知机构支持较低。未经训练的教师，未经训练的教师的教学舒适程度较低，并且对SEL的支持感到舒适。结论我们的调查结果验证了教师SEL信仰规模在马拉维等低收入环境中的适应性。我们没有找到相对于集团成员的系统偏见的证据。此外，女性和未经训练教师之间的教学舒适性和体制支持显着降低了政策干预的领域，以提高马拉维的SEL中的教师表现。

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