Developing Teacher Efficacy Toward Social Emotional Learning Through an Advisory Professional Learning Community

This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a mixed-methods research design, this study answered the following three research questions: 1) How does participation in a PLC to develop teacher social emotional competence (SEC) and curriculum for an eighth-grade advisory program focused on SEL affect teachers’ confidence in advisory and SEL? 2) How does participation in the PLC affect teachers’ attitude toward advisory and SEL? 3) What affordances and constraints are experienced by teachers participating in the PLC during remote learning? Likert scale surveys were administered at the start and conclusion of the intervention. The surveys measured teachers’ confidence in and attitude toward advisory, how well advisory supported remote learning, and perceptions of administrative support for the program. Semi-structured interviews were conducted at the midpoint and conclusion of the intervention. The interviews assessed perceptions of the advisory curriculum, teachers’ confidence and attitudes toward advisory, and affordances and constraints of the PLC. Study findings indicated three key results. Participation in the PLC (a) promoted teacher competence and commitment toward SEL, (b) increased SEL professionalism, and (c) increased camaraderie among advisory teachers as they evaluated the affordances and constraints of remotely teaching SEL. PLC participants demonstrated a more nuanced assessment of advisory curriculum and how to implement SEL content, and an increased commitment to continued professional growth. The PLC also fostered teachers’ sense of connection with colleagues. This study contributed to existing research on professional development for SEL and its effects on teacher efficacy and school climate, including satisfaction as an SEL teacher. In relation to practice, suggestions for middle school SEL interventions include the incorporation of collective learning for teachers as well as distributed leadership to promote teacher efficacy and commitment to SEL. Future research should focus on measuring the effects of teachers’ collective learning and distributed leadership on school climate outcomes for students.