Educator Profiles of SEL Implementation Capacities: Exploring Variation in Mindsets, Knowledge, Skills, and Self-Efficacy

Despite increasing attention to educator capacity as a driver of social and emotional learning (SEL) implementation, little is known about K-12 educators’ capacity for SEL implementation when entering professional development or engaging with school consultation supports. This study used latent profile analysis (LPA) of in-service educators (N = 366) self-reported SEL mind-sets, knowledge, skills, and self-efficacy. Four distinct profiles of SEL capacities emerged – Primed Adopters, Eager Beginners, Bold Beginners, and Wavering Beginners. Most educators entered with positive SEL mind-sets and reported less SEL knowledge and skills. The study found differences in growth among profiles in self-reported implementation outcomes: educators with lower initial capacities (e.g. Wavering Beginners) demonstrated the largest gains, while those with higher initial capacities (e.g. Primed Adopters) showed more modest improvement. Further, groups with confidence levels that exceeded their skills became more planful implementers. Findings suggest the value of considering educators’ unique profiles of capacities in designing and delivering professional development and the potential of tailoring school consultation approaches based on educators’ diverse starting points.