Date
4-17-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Courney Evans
Keywords
middle school teacher, SEL, social-emotional learning, skill sets, CASEL, teacher perception, teacher-student relationship, urban, virtual learning, COVID-19
Disciplines
Counseling
Recommended Citation
Spratt, Felicia S., "A Phenomenological Study of Implementing Social-Emotional Learning Skills Virtually and Its Influence on the Teacher-Student Relationship" (2024). Doctoral Dissertations and Projects. 5329.
https://digitalcommons.liberty.edu/doctoral/5329
Abstract
This transcendental phenomenological research design seeks to investigate the experience of teachers in Illinois urban school districts who have virtually implemented Social-Emotional Learning skill sets and describe any impact virtual implementation has had on the teacher-student relationship. This data was viewed through teachers who implemented the social and emotional learning skill sets in an urban middle school. Social-emotional learning is often implemented in a classroom while teaching students regular academic requirements. The theory used to guide this study was Maslow’s hierarchy of needs, with self-actualization being the ultimate achievement goal on the pyramid. The theory explained the connection between the basic needs in Maslow’s pyramid and social-emotional learning, as explained by CASEL (Collaborative for Academic, Social, and Emotional Learning). Five research questions guided this study. The study used purposeful sampling to select 10 participants from Illinois urban middle schools. The data was collected using individual and group interviews. Three overarching themes emerged from the study, and five sub-themes were generated. This research aimed to bring knowledge and add to the limited research on the lived experience of urban middle school teachers in Illinois regarding implementing social-emotional skills virtually during a pandemic and describe any impact it has had on the teacher-student relationship. Future research should investigate how parents' and students’ perceptions differ from teachers regarding implementing social-emotional learning skill sets virtually and its effectiveness in establishing and keeping the teacher-student relationship intact.
