Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

implementation (rs = .31, and .33, p < .01), the Administrative Support subscale was
most strongly correlated with perceptions of program implementation (r = .50, p < .01),
and the Curriculum Priority subscale was negatively correlated with teachers‘ perceptions
of program implementation (r = -.37, p < .01; Ambike, 2008). These analyses indicate
that teachers had more positive perceptions of program implementation as their
confidence in delivering program lessons, their attitudes toward program training, and
their attitudes toward administrative support for program implementation increased, and
that teachers had more positive perceptions of program implementation as their beliefs
that administrative staff consider academics a priority over social-emotional learning
decreased.
For the purposes of the current study, a 20-item version of the TASEL including
five of the six subscales (Program Effectiveness, Competence, Time Constraints,
Training, and Administrative Support) was administered (see Table 17). Possible scores
for the Program Effectiveness, Competence, and Training subscales ranged from 4 to 24;
for the Time Constraints subscale ranged from 8 to 13; for the Administrative Support
subscale ranged from 5 to 30; and for the Curriculum Priority subscale ranged from 1 to
6. High scores on the Program Effectiveness, Competence, Training, and Administrative
Support subscales indicated positive teacher attitudes toward social and emotional
learning programs; and low scores on the Time related constraints and the Curriculum
Priority subscales indicated positive teacher attitudes toward social and emotional
learning programs. Possible scores for a TASEL aggregate (including all subscale scores)
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