Teacher Internalizing Symptoms As a Mediator of the Associations between Fidelity and Quality of Teacher Coaching in Social and Emotional Learning and Classroom Aggressive Behavior

This study examines associations between fall/winter teacher coaching and spring classroom aggression, and tests teachers’ internalizing symptoms as a mediator. Coaching fidelity was negatively associated with spring levels of classroom aggression, and coaching quality was negatively associated with spring levels of teacher depression and teacher anxiety at a trend level.