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.