An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

Abstract

Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students and adults in schools, psychometrically and theoretically sound measurement tools facilitating the implementation of transformative SEL practices are still lacking. To address this research gap, we conducted the initial validation of a teacher self-reflection scale initially developed by Collaborative for Academic, Social, and Emotional Learning (CASEL) to assess teachers’ perception of their social and emotional competencies in transformative SEL practices among a sample of 249 Asian American and Pacific Islander (AAPI) teachers in the U.S. Results of exploratory confirmatory factor analyses suggested that a 22-item version of the Transformative Social and Emotional Learning Competencies Scale (TSELCS-22) was best supported by a second-order model with one second-order factor of overall social and emotional competencies and five first-order factors. The measurement invariance test indicated that the factor structure of the current scale was consistent across genders. Correlation analyses showed that teachers’ self-reported social and emotional competencies based on TSELCS-22 generally had positive correlations with teachers’ subjective well-being. TSELCS-22’s practical implications in supporting the transformative SEL practices for AAPI teachers and teachers and students from other diverse backgrounds were discussed.

Impact Statement

This study is the first validation study of the Transformative Social-Emotional Learning Competencies Scale among Asian American and Pacific Islanders (AAPI) teachers. In alignment with CASEL’s transformative social and emotional learning (TSEL) framework, it provides the initial empirical evidence for a self-reported assessment tool to understand and support transformative SEL practices among teachers and to improve teacher well-being and workforce, particularly for those from racial/ethnic minoritized backgrounds.

Keywords:

• Transformative SEL
• Asian American and Pacific Islander
• teacher well-being
• scale validation

ASSOCIATE EDITOR:

• Eui Kyung Kim

CONFLICT OF INTEREST

The authors have no conflicts of interest to report.

Notes

1 A more detailed description of the process of interpreting and determining model fit in confirmatory factor analysis can be found in the Data Analysis Procedure section.

Additional information

Funding

This work was supported by Asian American Research Center, University of California, Berkeley; Hellman Fellows Program, University of California, Berkeley.

Notes on contributors

Chunyan Yang

Chunyan Yang is an associate professor of school psychology in the College of Education at the University of Maryland and she is also affiliated with the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on understanding how school members interact with their ecological contexts to find their resilience individually and collectively when facing risks and adversities.

Jin Hyung Lim

Jin Hyung Lim is a school psychology PhD student in the Berkeley School of Education at the University of California, Berkeley. His research interests include multi-tiered systems of support, psychometric assessments, social-emotional learning, and culturally informed practices.

Xueqin Lin

Xueqin Lin is a doctoral candidate in the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on family-school partnership in early childhood education, SEL, and educator well-being.

Ella Rho

Ella Rho is a post-master’s researcher in the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on examining risk and resilience factors within school communities, as well as exploring the role of social capital in supporting school members.

Quennie Dong

Quennie Dong is a doctoral student in the Berkeley School of Education at the University of California, Berkeley. Her research interests focus on inclusive socioecological systems of support for educational leaders, teachers, and youth from marginalized identities through equitable and culturally affirming practices.