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 (
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