Schultz, DavidAmbike, Archana2015-10-142015-10-142008-08-211195http://hdl.handle.net/11603/1098In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing and assessing the psychometric properties of a questionnaire that focuses on teacher attitudes toward social-emotional learning programs. One hundred forty-five Baltimore City Head Start preschool teachers completed the questionnaire. Factor analyses produced six scales: administrative support, training, competence, program effectiveness, time constraints, and curriculum priority. Several of these scales predicted teacher reports of program implementation. The questionnaire holds great promise as a tool to assess barriers to social and emotional program implementation.application/pdfThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu.Psychology, Developmental (0620)teacher attitudessocial and emotional learningprogram implementationTASELText