The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum

Abstract

Abstract. The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social-emotional curriculum. Results revealed that teachers' psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula. ********** The role of teachers has changed and expanded over the past few decades. As a result, teachers' rates of stress and burnout are believed to have increased, particularly in urban schools, and in turn may be influencing teachers' effectiveness (Jennings & Greenberg, 2009). When asked to implement new curricula, it is likely that teachers who have these psychological experiences in the workplace, and who perceive low levels of support for the innovation, will be the most vulnerable to poor implementation quality. Guided by an ecological systems framework (Bronfenbrenner, 1986) and recent conceptualization of individual and organizational factors that influence school-based implementation efforts (Greenberg, Domitrovich, Graczyk, & Zins, 2004), the present study examined how teachers' psychological experiences of burnout and efficacy as well as their perceptions of curriculum supports (e.g., school administration, training, and coaching) were associated with teachers' self-reported implementation of an evidence-based, social-emotional curriculum. The Changing Roles and Conditions for American Teachers Teachers' roles have evolved with new demands that result, in part, from federal legislation. Most recently, the No Child Left Behind (NCLB) Act (2001) has placed additional pressures and accountability on teachers and schools. For instance, teachers must ensure that all students make adequate progress in core academic areas. Under NCLB, districts that fail to make adequate yearly progress for multiple consecutive years become subject to increasingly serious consequences and interventions (No Child Left Behind Act, 2001). Although many occupations require their employees to demonstrate ongoing competence in their roles and adapt to new job requirements, the recent changes for teachers are without precedent. Given the fact that students' performance is determined by a variety of factors that lie outside of teachers' control, the pressure regarding student performance can cause a high degree of stress (Huberman, 2005). Even prior to NCLB, heightened expectations, broader demands, and the implementation of multiple reforms had already led to significant job intensification in teachers' work lives (Hargreaves, 1994). In the current economy, teachers are pressed to do more work with fewer resources, and many face persistent and chronic overload (Vandenberghe & Huberman, 1999). In the most recent report of the nationally representative School and Staffing Survey (2003-2004), public school teachers reported that they were contracted to work 37.7 hr per week, but when they were asked to also take into account time spent on school-related work outside of the school day, teachers reported actually working an average of 52.8 hr per week (Strizek, Pittsonberger, Riordan, Lyter, & Orlofsky, 2006). …