We are actively working on various projects including scale development and validation, survey and interview research, intervention and implementation research, and secondary data analysis. Here is a brief introduction to some of our ongoing projects.
1. The Development and Validation of the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC) in East Asian School Contexts
The main objective of this study is to develop and test a new measure of teachers’ social-emotional competence (SEC) that is comprehensive, practical, and culturally relevant in the East Asian school contexts and potentially other parts of the world. Based on rigorous procedures of scale development and validation, we created the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC), measuring teacher SEC across all five domains of the widely used CASEL framework, with an additional domain focused on social awareness for equity and inclusion.
Related publication:
Lee, J.*, Fu, L., Hu, H., Wang, C., Chung, E., Choi, S.-n., Choi, C., Lee, S., Lui, I. D., & Yoo, M. S. (2025). The development and validation of the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC) in East Asian school contexts. Social and Emotional Learning: Research, Practice, and Policy, 5, 100093. https://doi.org/10.1016/j.sel.2025.100093
2. An International Study on Teachers’ Social-Emotional Competence, Well-being, and Practices
The main objective of this study is to examine the influences of teachers’ SEC on their well-being and SEL-related practices and to explore cross-cultural similarities and differences in these relationships and associated factors. This mixed-methods project involves surveys and interviews with teachers from China, South Korea, and the USA. Our preliminary findings suggest that teachers’ SEC is both a promotive and protective factor for their mental well-being and a significant predictor of integrated and equity-enhancing SEL practices, while the effects of SEC can vary by school contextual factors.
Related publication:
Fu, L., Hu, H., Wang, C., Lui, I. D., & Lee, J.* (2025). Social-emotional competence as the promotive and protective factor for Chinese school teachers’ mental well-being. Social and Emotional Learning: Research, Practice, and Policy, 5. 100091. https://doi.org/10.1016/j.sel.2025.100091
Choi, C., Lee, J.*, Lee, S., Chung, E., Choi, S., & Yoo, M. S. (2024). The effects of elementary school teachers’ social-emotional competence on well-being: Moderation by students’ emotional-behavioral needs and school climate. Korean Journal of Elementary Education, 35(4), 379-399. doi: 10.20972/kjee.35.4.202412.377 [In Korean]
3. Teachers’ Social-Emotional Competence: A Key to Successful Social and Emotional Learning for Students
The main objective of this study is to investigate whether and how teachers’ own SEC relates to students’ SEC development in the context of practicing school-based SEL. We are currently collecting longitudinal data from teachers and students in Hong Kong public primary schools implementing a school-based SEL program.
4. Building Resilient Futures: Fostering Rural Adolescents’ Positive Development Through Two Innovative School-Based Social-Emotional Learning Programs
The main objective of this study is to implement and evaluate two innovative universal school-based SEL programs aimed to promote positive youth development and prevent problematic internet use. We are currently conducting a three-arm cluster randomized controlled trial in middle schools in Chongqing, China.
5. Empowering East Asian Teachers Through Culturally-Tailored Social and Emotional Learning Intervention
The main objective of this study is to design and evaluate a culturally-tailored SEL program for teachers in East Asia. In partnership with various organizations, we are currently developing a program specifically designed to address the social-emotional needs of elementary and middle school teachers in East Asia.
6. Other projects involving secondary data analysis
We are also working on other projects utilizing large-scale national and international data on social-emotional development and well-being of children and adolescents. Through these projects, we aim to address various issues such as multi-informant measurement, developmental trajectories, and cross-cultural comparisons.