Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation
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| Title: | Measuring Social-Emotional Teaching Practices in Chinese Preschools: A New Scale Development and Validation |
|---|---|
| Language: | English |
| Authors: | Jing Li (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2026 44(1):91-110. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Preschool Teachers, Teaching Methods, Social Emotional Learning, Measures (Individuals), Test Construction, Test Items, Factor Structure, Factor Analysis, Error of Measurement, Test Validity, Test Reliability, Psychometrics, Goodness of Fit, Self Concept, Self Management, Social Cognition, Interpersonal Competence, Decision Making, Structural Equation Models |
| Geographic Terms: | China |
| DOI: | 10.1177/07342829251377134 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | Research has consistently shown that teachers' teaching practices can significantly influence children's social-emotional learning (SEL). However, there has been a notable oversight regarding the need for a practical framework to assess preschool teachers' effectiveness in this area. The present study developed and validated a social-emotional learning teaching scale (T-SEL) with 1677 preschool teachers. Items were derived from the literature, teachers' interviews, and experts' reviews, following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Study 1 (N = 377) confirmed a five-factor structure, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Study 2 (N = 700) established concurrent validity by correlating the T-SEL with teachers' SEL beliefs. Study 3 (N = 1300) tested measurement invariance across the teacher variables. Overall, the findings support T-SEL's reliability and utility in assessing teaching practices, underscoring the need for further research on promoting children's SEL. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495980 |
| Database: | ERIC |
| Abstract: | Research has consistently shown that teachers' teaching practices can significantly influence children's social-emotional learning (SEL). However, there has been a notable oversight regarding the need for a practical framework to assess preschool teachers' effectiveness in this area. The present study developed and validated a social-emotional learning teaching scale (T-SEL) with 1677 preschool teachers. Items were derived from the literature, teachers' interviews, and experts' reviews, following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Study 1 (N = 377) confirmed a five-factor structure, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Study 2 (N = 700) established concurrent validity by correlating the T-SEL with teachers' SEL beliefs. Study 3 (N = 1300) tested measurement invariance across the teacher variables. Overall, the findings support T-SEL's reliability and utility in assessing teaching practices, underscoring the need for further research on promoting children's SEL. |
|---|---|
| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829251377134 |
