Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation

Abstract

This dissertation investigated the development and validation of a measure of reflection-focused problem solving (RFPS) consultation model and the effects of RFPS consultation on observed classroom social-emotional practices as well as teachers’ perceptions of consultation acceptability and teaching self-efficacy. According to teacher professional development literature, reflection embedded in consultation can be beneficial to teacher practices in the classroom; however, no measures of reflective consultation processes exist. This study examined psychometric properties of a measure of RFPS processes and provided preliminary evidence of the acceptability and effectiveness of RFPS consultation. Sixteen Head Start teachers (9 treatment condition and 7 control condition) received training on a social-emotional curriculum, Second Steps, and completed outcomes measures at pre and post intervention. Teachers in the treatment condition also received six sessions of RFPS consultation within a four month span. Sessions were transcribed and coded for communication and relationship skills and reflection processes. Reliability of scores on the reflection scale was minimally adequate (α = .75) and poor on the communication and relationship α= .50). Teachers in the treatment condition rated RFPS consultation as highly acceptable. Patterns of change from pre-treatment to post-treatment on observed classroom practices and teacher-reported self-efficacy are discussed. Limitations of the study and implications for future research are also discussed.