Assessing teachers' social-emotional competence : psychometric properties of a CASEL self-assessment tool in an Estonian context

Abstract

Teachers’ social-emotional competence (SEC) underpins students’ SEC, and self- assessment helps educators identify strengths and areas for improvement. Our study adapted CASEL’s Personal SEL Reflection tool for the Estonian educational context. Data from 528 primary and secondary school teachers resulted in a refined and shortened 15-item instrument with five CASEL core factors. Confirmatory factor analyses (CFA) supported a five-factor structure with good internal consistency and convergent validity (α = .74–.89; ω = .64–.81; AVE = .49–.73). The study establishes the reliability and validity of this culturally adapted tool for self-assessment purposes and highlights its potential for professional growth and teacher development initiatives.