Talvio, M., Makkonen, J., Hietajärvi, L., & Lonka, K.
A. Güneyli, & F. Silman (Eds.), ICEEPSY 2022: Education and Educational Psychology, vol 3. European Proceedings of International Conference on Education and Educational Psychology (pp. 1-14). European Publisher.
Social and emotional learning (SEL) is promoted by offering teachers’ SEL workshops worldwide. However, little is known about their short-term and long-term outcomes. We explored how teachers benefit from Lions Quest (Mitt Valg in Norwegian) training in the short and long term in Norway.
The development of teachers was investigated by exploring their perceived importance and sense of competence in teaching SEL during an almost two-year period. The development of their students’ SEL was explored as well. Imputed values from the intervention group (n = 247) and the comparison group (n = 47) were used in analysing teachers’ short and long-term outcomes. Students’ intervention group consisted of 112 students and the comparison group consisted of 53 students.
Data were collected from the teachers three times and from the students two times via Likert-scale questionnaires.
The results indicated that the teachers felt to be more competent in teaching SEL after their Lions Quest (Mitt Valg) teacher training. This trend appeared to be continuing in the long run. Students’ SEL among the intervention group slightly increased whereas SEL among the comparison group decreased during their teachers’ training.
Lions Quest (Mitt Valg) intervention appeared to improve teachers’ sense of competence to teach SEL at school. In addition, findings showed that teachers were willing to implement LQ as part of their teaching.
Keywords: Social and emotional learning (SEL), Lions Quest (LQ), intervention, teacher training