Title I and Non-Title I Elementary Teachers' Confidence Levels in Social and Emotional Learning Practices
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Abstract
The purpose of this quantitative study (n=126) was to identify if differences exist between Title I and non-Title I elementary teachers in the confidence levels of social and emotional learning (SEL) teaching practices. Social and emotional learning promotes critical thinking and builds confidence (Hardy, 2022). SEL also reduces discipline issues (Durlak et al., 2011), and improves academic achievement (Batejan, 2020; Heckman & Kautz, 2012). There is a gap in the literature regarding differences in SEL teaching practices among Title I and non-Title I elementary school teachers. The results of the study showed no statistically significant difference between Title I and non-Title I elementary teachers in the confidence levels of social and emotional learning teaching practices overall. Furthermore, a two-tailed paired samples t-test revealed a significant difference between the mean scores for social teaching practices and instructional teaching practices. Specifically, elementary school teachers exhibited greater confidence in their social teaching practices compared to instructional teaching practices. The results from this research will improve professional development in social and emotional teaching practices for elementary school teachers. These findings suggest that both Title I and non-Title I teachers could benefit from similar professional development opportunities in the context of social and emotional teaching practices. While the study did not identify a substantial difference in overall confidence levels between these two groups, it underscores the need for additional professional development to enhance instructional teaching practices that support SEL.