A3 Book section, Chapters in research books
The challenge of sustained behavioural change : the development of teachers' social and emotional learning during and after a Lions Quest workshop (2022)

Talvio, M., Hietajärvi, L., & Lintunen, T. (2022). The challenge of sustained behavioural change : the development of teachers' social and emotional learning during and after a Lions Quest workshop. In M. Talvio, & K. Lonka (Eds.), International Approaches to Promoting Social and Emotional Learning in Schools : A Framework for Developing Teaching Strategy (pp. 207-219). Routledge. https://doi.org/10.4324/9781003093053-15

JYU authors or editors

Publication details

All authors or editors: Talvio, Markus; Hietajärvi, Lauri; Lintunen, Taru

Parent publication: International Approaches to Promoting Social and Emotional Learning in Schools : A Framework for Developing Teaching Strategy

Parent publication editors: Talvio, Markus; Lonka, Kirsti

ISBN: 978-0-367-55331-9

eISBN: 978-1-003-09305-3

Publication year: 2022

Pages range: 207-219

Number of pages in the book: 262

Publisher: Routledge

Place of Publication: Abingdon, Oxon

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.4324/9781003093053-15

Publication open access: Not open

Publication channel open access: 

Abstract

Many teachers seek continuous teacher training to increase their pedagogical skills in social and emotional learning (SEL). But how are such benefits sustained in the long-term? This original empirical study is aimed at investigating the stability and change of teachers’ perceived competence, importance and knowledge in SEL before, immediately after and in six months following a Lions Quest (LQ) teachers’ SEL workshop. Participants of this study consisted of 151 teachers and other members of the school staff who participated in the Lions Quest teachers’ two-day workshop. Multivariate analysis of variance (MANOVA) was used to investigate the development of measured competences across time. Results indicated that the perceived competence of the teachers who participated in the LQ workshop increased during the training and stayed at that level for the third measurement six months later, showing a sustainable effect. In addition, knowledge application appeared to improve immediately after the training, but after six months, the effect of the training declined. The importance of the support for promoting teachers’ SEL process is discussed.

Keywords: teachers; qualification; know-how; learning; competence; professional development; socio-emotional skills; emotional skills; social skills; pedagogy; teacher training

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 3