We know that self- efficacy, in any particular domain, can be a key component in any training addressing this domain. Therefore, I´m questioning wether this should be also tested, and taken into account, into the social and emotional learning field. For example, the self-efficacy differences related to teachers, in the domain of social and emotional learning, could explain some variability in the outcomes and results of social and emotional learning programs.
Dear David Camps Pons,
I agree. Emotional intelligence may affect teachers’ self-efficacy and emotional intelligence may be correlated with teachers’self-efficacy. Most studies investigating these relations used the Teachers’ Sense of Teaching Efficacy Scale.
Recently Wu et al. (2019) used the TSTES, short version (Yu, Xin, & Shen, 1995) to investigate the relation between self efficacy and emotional intelligence and the mediating role of teaching performance. The study is available from: https://www.researchgate.net/publication/328024806_Teachers%27_emotional_intelligence_and_self-efficacy_Mediating_role_of_teaching_performance [accessed Dec 29 2019]
Here you can find the long and short version of the scale: https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/2/5604/files/2018/04/TSES-scoring-zted8m-1s63pv8.pdf
While there are many tools for measuring self-efficacy, the SES or Self-Efficacy Survey is a good one to start with because it is based upon Bandura’s socio-cognitive theory. It encompasses social and emotional aspects which could be related to learning context as well...
The SES is designed to evaluate ten functional areas of life:
Yes I agreed with my fellow colleages but why are you not designing your own scale
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