This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices.

本文考察了教师在社会和情感学习 (SEL) 中的自我效能，特别是有色人种教师的自我效能，以及形成他们效能信念的条件。数据来自对两个教师组的调查，一个由有色人种教师组成，一个以白人为主的比较组。调查之后是对每组教师的访谈和观察。调查结果表明，有色人种教师报告了对 SEL 的更强功效信念，并描述了以种族正义为中心的做法。功效的差异归因于社会正义学习社区，该社区为有色人种教师提供了形成功效的经验，以制定基于公平的 SEL 实践。