Testing and validating the collaborative for academic, social, and emotional learning (CASEL) model in the context of Ethiopian secondary schools: Factorial analysis

Abstract

Social-emotional learning (SEL) is widely recognized for fostering students' social and emotional skills essential for academic and personal growth, yet culturally validated SEL assessment tools are scarce, especially in Ethiopia. The study aimed to establish a psychometrically sound measurement scale to assess SEL and competence in secondary school students in eastern Ethiopia. Utilizing a correlational research design, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to develop a suitable SEL measurement model. The sample comprised 406 participants, including 294 teachers and 112 students. Cronbach's alpha coefficients for SEL subscales ranged from .81 to .85, indicating reliable internal consistency. Construct reliability and validity were confirmed through composite reliability, maximal reliability, and discriminant and convergent validity checks. The refined four-factor model revealed the interrelatedness and significance of SEL components, with social awareness emerging as the most significant indicator. The study underscores the importance of context in shaping SEL constructs and highlights the need for educational strategies that consider cultural and contextual factors. The findings enhance the understanding of SEL in eastern Ethiopia and advocate for empirically-driven approaches to construct validation, emphasizing the interconnected nature of SEL domains in educational interventions.