School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Sandra Battige


Social-emotional Learning, Middle School Teachers, Urban


Education | Junior High, Intermediate, Middle School Education and Teaching


The purpose of this transcendental phenomenological study is to describe the lived experience of social-emotional learning both personal and professional for twelve urban middle school teachers in northeast Ohio. Urban middle school teachers have typically been under-represented in the research around social-emotional learning and this study looks to give voice to this under-represented group. Through the research, this study gained information regarding urban middle school teachers’ personal and professional experiences with social and emotional learning and how this experience promotes or inhibits successful implementation of social-emotional learning within the classroom. The theories guiding this study are Emotional Intelligence which root the five core competencies of social emotional learning, Malsow’s Hierarchy of Needs and Social-cognitive Theory. Social-cognitive theory was used as a foundation to describe self-efficacy as it relates to urban middle school teachers’ experience with social-emotional learning both within themselves and within the classroom. Through semi-structured interviews, announced observations, and a focus group, data was gathered to ascertain the essence of teachers’ lived experience both personal and occupational with social-emotional learning. Data was analyzed through phenomenological reduction, memoing and coding, and rich-thick description.