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This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers ( N  = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At the end of the first month, teachers reported on their adherence to the curriculum’s pacing guide. Each of these fidelities of implementation measures served as criterion variables. During the first month of the school year (and prior to curriculum implementation), teachers rated their self-efficacy for managing classroom behavior, and observers assessed teachers on three domains of interactions with students, that of emotional support, classroom organization, and instructional support. These measures, along with school participation in the program (voluntary vs. mandatory) and teacher demographics, served as predictor variables.  Research Findings : Multiple regression analyses indicated that instructional support was the only positive predictor of the quality of lesson delivery. Self-efficacy for classroom management, years of teaching experience, and teacher ethnicity/race predicted dosage adherence to the curriculum schedule. Teachers with greater pre-implementation classroom management self-efficacy and more teaching experience had higher dosage adherence. Latinx/Hispanic teachers were less likely than White, non-Hispanic teachers to adhere to the curriculum schedule.  Practice or Policy : Implications for tailoring SEL professional development support are discussed.

Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum