ERIC Number: ED562749
Record Type: Non-Journal
Publication Date: 2014
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program
Jennings, Patricia A.; Brown, Joshua L.; Frank, Jennifer; Tanler, Regin; Doyle, Sebrina; Rasheed, Damira; DeWeese, Anna; Greenberg, Mark
Society for Research on Educational Effectiveness
The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.
Descriptors: Urban Areas, Poverty, Prosocial Behavior, Interpersonal Competence, Teacher Behavior, Well Being, Teacher Student Relationship, Classroom Techniques, Social Development, Emotional Development, Program Effectiveness, Teaching Skills, Classroom Environment, Faculty Development, Resilience (Psychology), Stress Management, Elementary School Teachers, Self Contained Classrooms, Randomized Controlled Trials, Comparative Analysis, Pretests Posttests, Questionnaires, Depression (Psychology), Check Lists, Burnout, Measures (Individuals), Self Efficacy, Teacher Burnout
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: N/A