The role of gender, setting and experience in teacher beliefs and intentions in social and emotional learning and respectful relationships education
Andres Molina, Helen Cahill, Babak Dadvand
AUSTRALIAN EDUCATIONAL RESEARCHER | SPRINGER | Published : 2021
In this paper, we examine teacher beliefs and advocacy intentions in relation to provision of social and emotional learning (SEL) and gender and respectful relationships (G&RR) education. Using multivariate binary logistic regression analysis, we examine the impacts of gender, teaching experience and school setting on (1) teachers’ beliefs about the significance of teaching for SEL and G&RR, and (2) their intentions to advocate for program implementation in their schools. Data were collected from a survey of 293 Australian teachers (137 primary and 156 secondary teachers) at exit from 13 two-day professional learning workshops aimed to foster readiness to teach a SEL and G&RR education progr..View full abstract
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This research was funded by the Australian Research Council, the Victorian the Department of Education and Training, and the Victorian Health Promotion Foundation.