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Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test.

ABSTRACT: Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

SUBMITTER: Aldrup K

PROVIDER: S-EPMC7273885 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test.

Aldrup Karen K Carstensen Bastian B Köller Michaela M MM Klusmann Uta U

Frontiers in psychology 20200529

Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed t ...[more]

PMID: 32547439

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Project description:Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout's negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers' main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers' social and emotional competence appears to be particularly promising, positively impacting teachers' well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention's implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, MAge = 46.21, SDAge = 4.82, n = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants' responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers' burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs' efficacy, as well as the need to adapt and consider context variables in research and practice.

Project description:ImportanceThe ability to identify candidates who will thrive and successfully complete their residency is especially critical for general surgery programs.ObjectiveTo assess the extent to which 3 screening tools used extensively in industrial selection settings-emotional intelligence (EQ), personality profiles, and situational judgment tests (SJTs)-could identify successful surgery residents.Design, setting, and participantsIn this analysis, personality profiles, EQ assessments, and SJTs were administered from July through August 2015 to 51 postgraduate year 1 through 5 general surgery residents in a large general surgery residency program. Associations between these variables and residency performance were investigated through correlation and hierarchical regression analyses.InterventionsCompletion of EQ, personality profiles, and SJT assessments.Main outcomes and measuresPerformance in residency as measured by a comprehensive performance metric. A score of zero represented a resident whose performance was consistent with that of their respective cohort's performance; below zero, worse performance; and greater than zero, better performance.ResultsOf the 61 eligible residents, 51 (84%) chose to participate and 22 (43%) were women. US Medical Licensing Examination Step 1 (USMLE1), but not USMLE2, emerged as a significant factor (t2,49 = 1.98; β = 0.30; P = .03) associated with overall performance. Neither EQ facets nor overall EQ offered significant incremental validity over USMLE1 scores. Inclusion of the personality factors did not significantly alter the test statistic and did not explain any additional portion of the variance. By contrast, inclusion of SJT scores accounted for 15% more of the variance than USMLE1 scores alone, resulting in a total of 25% of the variance explained by both USMLE1 and SJT scores (F2,57 = 7.47; P = .002). Both USMLE1 (t = 2.21; P = .03) and SJT scores (t = 2.97; P = .005) were significantly associated with overall resident performance.Conclusions and relevanceThis study found little support for the use of EQ assessment and only weak support for some distinct personality factors (ie, agreeableness, extraversion, and independence) in surgery resident selection. Performance on the SJT was associated with overall resident performance more than traditional cognitive measures (ie, USMLE scores). These data support further exploration of these 2 screening assessments on a larger scale across specialties and institutions.

Dataset Information

Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test.

Publications

Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test.

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