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期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
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教師社會情緒學習之量表編製與現況分析研究 作者:
彰化縣立溪陽國民中學、國立彰化師範大學師資培育中心 孫俊傑
國家教育研究院課程及教學研究中心 李靜儀
國立彰化師範大學教育研究所 龔心怡

卷期：71卷第3期
日期：2026年9月
頁碼：191-226
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0007

摘要：

　　本研究旨在編製臺灣教師社會情緒學習（Social and Emotional Learning, SEL）量表並瞭解其現況，以美國學術、社會和情緒學習協會（Collaborative for Academic, Social, and Emotional Learning, CASEL）之五大核心為主軸，並參考國內外相關社會情緒學習量表，再參酌教育部所公布之終身學習的教師圖像，據以編製教師社會情緒學習量表。本研究抽取288位教師為預試樣本，進行項目分析與探索性因素分析，藉以瞭解量表的因素結構與刪減題項；再利用分層隨機抽樣，抽取全國673位教師為正式樣本進行驗證性因素分析，確立量表模型；間隔6週後，以立意取樣方式抽取120名教師為重測樣本；再另抽取433位教師為效度樣本，進行量表之複核效化。本研究結果顯示，教師社會情緒學習量表可建構出「自我覺察」、「自主管理」、「社會覺察」、「人際關係技巧」及「負責任決策」五大核心構面，共36題，三階驗證性因素分析具良好適配度，顯示量表的理論架構可得到實徵資料支持；量表的內部一致性信度與再測信度甚佳；以正式樣本之「PERMA積極富能量表」與「五大人格量表」作為效標之效標關聯效度良好；複核效化顯示模式具穩定性；現況分析結果指出，教師具中等以上程度之社會情緒學習。總結本研究發展之「教師社會情緒學習量表」具備良好之信、效度及穩定性，可供未來作為評測教師社會情緒學習之運用。

關鍵詞：教師社會情緒學習、教師社會情緒學習量表、驗證性因素分析

《詳全文》 檔名

參考文獻：
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【Wang, Y.-L. (2023). Teachers’ growing demand for psychological counseling. CommonWealth Education Media and Publishing, 129, 20-22.】
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【Zhu, R.-R. (2022). Social and emotional learning: The evolution of U.S. policies and critical reflection. In H.-C. Huang (Ed.), Social and emotional competence: Theory, policy, and practice (pp. 156-171). East China Normal University Press.】
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【Yu, M.-N. (2006). Application of the latent variable model SIMPLIS. Higher Education.】
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中文APA引文格式
孫俊傑、李靜儀、龔心怡（2026）。教師社會情緒學習之量表編製與現況分析研究。教育科學研究期刊，71（3），191-226。
https://doi.org/10.6209/JORIES.202609_71(3).0007
APA Format
Sun, C.-C., & Lee, C.-Y., & Kung, H.-Y. (2026). A Scale Development and Situational Analysis of Teachers’ Social and Emotional Learning. Journal of Research in Education Sciences, 71(3), 191-226.
https://doi.org/10.6209/JORIES.202609_71(3).0007

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
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A Scale Development and Situational Analysis of Teachers’ Social and Emotional Learning Author:
Chun-Chieh Sun (Changhua County Si-Yang Junior High School; Center for Teacher Education, National Changhua University of Education)
Ching-Yi Lee (Research Center for Curriculum and Instruction, National Academy for Educational Research)
Hsin-Yi Kung (Graduate Institute of Education, National Changhua University of Education)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：191-226
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0007

Abstract：

Background and Aims
　　Social and Emotional Learning (SEL) has emerged as a significant global educational trend, serving as a core element in cultivating students’ 21st-century competencies. In the post-pandemic era, SEL has emerged as a critical component of highly effective schools, underscoring the necessity for students to cultivate emotional regulation, communication and collaboration skills, and self-awareness in conjunction with academic learning. The global observance of “International SEL Day” in 2024 further signals its growing prominence. The U.S.-based Collaborative for Academic, Social, and Emotional Learning (CASEL) asserts that, prior to the advancement of student SEL, priority should be given to the strengthening of teachers’ social-emotional competencies to build trusting relationships and foster a positive school environment. In Taiwan, however, teachers face substantial instructional and administrative demands alongside a perceived erosion of professional autonomy; these conditions have been associated with concerning indicators of psychological strain. Consequently, teachers’ SEL is increasingly regarded as an essential professional competency. Despite this need, domestic research and validated measurement instruments focused on teachers’ SEL remain limited, with quantitative surveys targeting in-service teachers virtually nonexistent. As Gimbert et al. (2023) noted, the literature is dominated by qualitative studies, with relatively few scale-development investigations, underscoring the need for reliable and valid instruments. In light of growing policy and societal recognition of teachers’ psychological needs, systematic research and targeted support for teachers’ SEL are warranted. This study, situated within the context of Taiwan's educational system, seeks to develop a culturally specific “Teachers’ Social and Emotional Learning Scale (SEL-T)” that can inform policy development and practical interventions.
　　The aims of this study are as follows:
　　(1) To develop a “Teachers’ Social and Emotional Learning Scale (SEL-T)” tailored to Taiwanese in-service teachers.
　　(2) To subject the scale to rigorous psychometric evaluation to establish reliability and validity.
　　(3) To assess the current state of teachers’ SEL in Taiwan.
Literature Review
　　Social and Emotional Learning (SEL), as proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), comprises five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies align with major theoretical traditions– including positive psychology (PERMAH), multiple intelligences, self-determination theory, and emotional intelligence– which collectively foreground the roles of emotion and social interaction in human development. Globally, CASEL has been a leading force in the development of SEL, with the United States recently incorporating it into its educational policies, including the American Rescue Plan Act. In contrast, Taiwan’s emphasis on SEL remains predominantly at the student level, while research and practice in the field of teachers’ SEL are still in their nascent stages. Common international measurement tools include the Study on Social and Emotional Skills (SSES) of Organisation for Economic Co-operation and Development and the Social Emotional Competency Assessment of Washoe County School District, both of which are built upon CASEL’s core framework. Guided by CASEL’s five domains, the present study integrates domestic and international instruments and draws on the Ministry of Education’s Teacher Profile to develop a Teachers’ SEL Scale tailored to Taiwan. The SEL-T encompassed five main dimensions and 15 subdimensions, with items designed to reflect real-world educational contexts and teachers’ professional practice.
Method
　　Using a stratified sampling design, this study drew on the population of public junior high school teachers in Taiwan during the 2023-2024 academic year (N = 44,648). The study implemented a four-stage sample survey comprising pilot testing, formal testing, test-retesting, and cross-validation. The pilot sample comprised 288 teachers from three counties/cities in central Taiwan; data collected from this sample were used for item analysis and exploratory factor analysis. The formal sample comprised 673 teachers recruited nationwide, whose data were used for confirmatory factor analysis and reliability and validity testing. The test-retest sample comprised 120 teachers from central Taiwan, who participated in the assessment of test-retest reliability. Furthermore, 433 teachers were selected for independent cross-validation to verify the scale’s stability and generalizability. The research instrument employed was the self-developed “Teachers’ Social and Emotional Learning Scale (SEL-T).” Criterion-related validity was examined using the “PERMA-Profiler” and the “Big Five Inventory (BFI)” as criterion measures.
Results
1. Reliability and Validity Analysis of Teachers’ Social and Emotional Learning Scale (SEL-T)
1.1 Exploratory Factor Analysis of Pilot Testing
　　The present study developed a teachers’ social and emotional learning scale based on CASEL’s five core competencies. During the pilot testing phase, item analysis and exploratory factor analysis (EFA) reduced the initial 97-item pool to 52 items. The Cronbach’s alpha for the overall scale was .94, with alpha values for the five core dimensions ranging from .75 to .85. These values were as follows: self-awareness (.85), self-management (.82), social awareness (.81), interpersonal skills (.75), and responsible decision-making (.76). These results demonstrate strong internal consistency.
1.2 Formal Testing
1.2.1 Confirmatory Factor Analysis
　　The present study employed confirmatory factor analysis to examine model fit. Initially, a first-order model was constructed, subsequently followed by a second-order model. Following the implementation of confirmatory factor analysis, the initial 52-item scale was reduced to 36 items based on factor loadings and modification indices. This established a second-order model of five core dimensions for teachers’ social and emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, with all standardized factor loadings statistically significant and of substantive magnitude.
1.2.2 Reliability Analysis
　　The internal consistency reliability of the SEL-T performs well; the test-retest reliability of the five core dimensions ranges from .74 to .88, indicating high stability and test-retest reliability for this scale. The composite reliability (CR) coefficients for the subscales are .85, .64, .70, .91, and .85, all exceeding .60, thereby demonstrating that the SEL-T scale possesses ideal composite reliability. Overall, the present study demonstrated that the SEL-T scale achieved adequate reliability levels through various types of reliability analyses.
1.2.3 Validity Analysis
　　Construct validity was further examined using a higher-order, three-level CFA. The results of higher-order CFA indicated that the model had a reasonable fit, and the three-level parameter estimates were statistically significant. The factor loadings for the following factors were determined to be .95, .90, .86, .87, and .86, respectively: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The corresponding squared multiple correlations (R²) were .91, .81, .74, .76, and .75, respectively, indicating strong explanatory power. With regard to criterion-related validity, significant correlations were identified with both PERMA-Profiler and Big Five Inventory. Teachers exhibiting higher levels of social and emotional learning demonstrated higher levels of positive emotion and reported higher levels of conscientiousness, agreeableness, extraversion, and openness to experience personality traits, while simultaneously exhibiting lower neuroticism.
1.2.4 Cross-validation
　　The data from the model fit indices indicate that the majority of fit indices fall within a reasonably acceptable range for the cross-validation sample. Consequently, the model can be generalized across subgroups within the target population, supporting cross-validation and the stability of the measurement structure.
2. The Current Status of Teachers’ Social and Emotional Learning
　　The overall mean score on the “SEL-T” was 3.90, indicating that Taiwanese junior high school teachers perceived moderate-to-high levels of social and emotional learning competencies. Among the five core dimensions, “Responsible Decision-Making” achieved the highest score, followed by “Self-Awareness,” “Self-Management,” “Social Awareness,” and “Relationship Skills.” Overall, the self-developed Teachers’ Social and Emotional Learning Scale (SEL-T) demonstrated adequate reliability and validity, rendering it suitable for teachers’ SEL assessment and practical implementation.
Conclusion and Suggestions
　　This study developed a Teachers’ Social and Emotional Learning Scale (SEL-T) based on CASEL’s five core competencies. Psychometric analyses indicate adequate reliability and validity, including evidence of construct validity and criterion-related validity, supporting the instrument’s stability and practical utility. The findings indicate that Taiwanese junior high school teachers demonstrate overall social and emotional learning competencies at a moderate level or above. Based on these findings, the following suggestions are proposed:
Suggestions for Policy, Schools, and Teachers
　　1. In terms of practice and policy, the scale can be used as a reference instrument for assessing SEL among both pre-service and in-service teachers and for informing formative feedback and professional learning.
　　2. It is vital that social and emotional learning is prioritized for pre-service and in-service teachers, with financial and human resources being allocated accordingly.
　　3. At the system level, central and local authorities are encouraged to strengthen counseling and support systems, while schools are encouraged to proactively implement evidence-informed, needs-responsive counseling and support services.
　　4. At the practitioner level, teachers are encouraged to engage actively in well-designed, context-sensitive SEL programs aligned with school improvement goals and individual development plans.
Suggestions for Future Research
　　Future research may employ longitudinal or cross-group data collection to gain a more comprehensive understanding of teachers’ social and emotional learning. Furthermore, it is recommended that item reorganization or semantic adjustments be considered for subscales with lower internal consistency, with a view to optimizing content and enhancing the tool’s effectiveness and practical application.

Keywords：teachers’ social and emotional learning, teachers’ social and emotional learning scale (SEL-T), confirmatory factor analysis