Teachers’ Implementation of Social and Emotional Practices During Remote Instruction

In this exploratory study, we used a person-centered approach to examine 117 early childhood and elementary school teachers’ perceptions of their social and emotional practices within an evidence-based framework. A latent profile analysis revealed a 4-profile model with four distinct groups. Teachers’ level of education and years of experience were associated with lower or higher perceptions of child behavior. Results reveal how teachers’ perceptions of their social and emotional implementation and child behavior impact the intensity and variety of their practices, as well as differences in teachers’ perceptions based on their professional characteristics. Implications for this research suggest a need to further examine the contextual and causal factors that influence teachers’ implementation of social and emotional practices and perceptions of child behavior.