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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1421164
This article is part of the Research Topic Culture and Emotion in Educational Dynamics - Volume II View all 8 articles

Psychometric properties of the SocioEmotional Skills Instrument for Teachers (SEMS-IT) using Network Approach: English and Spanish version

Provisionally accepted
Fabiola Sáez-Delgado Fabiola Sáez-Delgado 1*Javier Mella-Norambuena Javier Mella-Norambuena 2Yaranay López-Angulo Yaranay López-Angulo 3
  • 1 Universidad Católica de la Santísima Concepción, Concepción, Chile
  • 2 Universidad Técnica Federico Santa María, Concepción, VIII Biobío Region, Chile
  • 3 Universidad de Concepción, Concepción, VIII Biobío Region, Chile

The final, formatted version of the article will be published soon.

    The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to work wellbeing, mental health and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the SocioEmotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with Exploratory Graph Analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the CFA analysis. The EGA findings confirmed a structure of 4 dimensions and 19 items in total: (a) Cognitive Management of Teacher Emotion (4 items); (b) Teacher Empathic Concern (4 items); (c) Teacher-Student Relationship (4 items); and (d) Adverse Classroom Climate (7 items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X 2 (171) = 354.546 (p < .001), CFI = .971, TLI = .966, RMSEA = .061 and SRMR = .062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

    Keywords: Network approach, Socioemotional skills, Psychometric, teachers, Validation

    Received: 21 Apr 2024; Accepted: 27 Aug 2024.

    Copyright: © 2024 Sáez-Delgado, Mella-Norambuena and López-Angulo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Fabiola Sáez-Delgado, Universidad Católica de la Santísima Concepción, Concepción, Chile

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.