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How Social and Emotional Competencies Inform Special Educators’ Social Networks

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Abstract

Research shows that successful collaborations among educators can reduce job-related stress and improve student outcomes. This is important for special educators (SPEDs) working in self-contained settings, as these settings often employ co-teaching models. Teachers’ social and emotional competencies (SEC) may contribute to their capacity to form and engage in these effective collaborative relationships. This study explores the structure of SPEDs’ school-based social networks and how these networks might be influenced by SPEDs’ SECs. The research employed a sequential, equal-status (quantitative + qualitative) design. SPEDs from five schools within one private school system completed surveys about their formal and informal collaborations, co-teaching team quality, and their SECs. In-depth interviews were also conducted to triangulate and expand upon quantitative findings. Results indicate that school network structure may be unique across educational contexts and that SPEDs identify several SECs as critical levers for forming and maintaining school-based collaborations. Implications for fostering SPEDs’ SECs and improving teacher collaborations in schools are discussed.

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Authors and Affiliations

  1. George Mason University, 4400 University Drive, MS 4B3, Thompson Hall 1804, Fairfax, VA, 22030, USA

    Elizabeth Levine Brown

  2. Pressley Ridge, 5500 Corporate Drive, Suite 400, Pittsburgh, PA, 15237, USA

    Michael Valenti & Karen Celedonia

  3. Department of Human Development and Quantitative Methodology, University of Maryland, 3304 Benjamin Building, College Park, MD, 20782, USA

    Tracy Sweet

  4. College of Education, University of Iowa, N459 Lindquist Center, Iowa City, IA, 52242, USA

    Duhita Mahatmya

  5. George Mason University, 4400 University Avenue, MS 4B3, Thompson Hall 1804, Fairfax, VA, 22030, USA

    Canaan Bethea

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  1. Elizabeth Levine Brown
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  2. Michael Valenti
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  6. Canaan Bethea
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Correspondence to Elizabeth Levine Brown.

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Brown, E.L., Valenti, M., Sweet, T. et al. How Social and Emotional Competencies Inform Special Educators’ Social Networks. Educ. Treat. Child. 43, 295–311 (2020). https://doi.org/10.1007/s43494-020-00022-2

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