Date
5-22-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Jennifer Roberts
Keywords
Social and Emotional Learning, Teachers' Perceptions
Disciplines
Education
Recommended Citation
Person, Shaniqua M., "Teachers' Perceptions Implementing Social and Emotional Learning and the Impact It Has On Students: A Phenomenological Qualitative Study" (2024). Doctoral Dissertations and Projects. 5700.
https://digitalcommons.liberty.edu/doctoral/5700
Abstract
The purpose of this phenomenological qualitative study is to discover teachers’ lived experiences implementing social and emotional learning in the classroom setting. Social and emotional learning is the skill of an individual that learns the proper social skills required to control emotions while keeping healthy relationships as they make sound judgments. In social and emotional learning studies, teachers’ perceptions have not been well represented. This study seeks to investigate teachers’ experiences implementing social and emotional learning and the impact it has on students. The theory guiding this study is The Collaborative for Academic, Social, and Emotional Learning Framework. The Framework focuses on five core competencies that includes self-awareness, self-management, responsible decision making, relationship skills, and social awareness. Utilizing this framework has become a leading support for social and emotional learning in the education setting. Data will be collected using written interview questionnaires online from teachers that have implemented social and emotional learning in the classroom setting. Thematic analysis comprises the qualitative data approach that will manage all gathered information from the participants by highlighting and recognizing patterns to examine and report themes with the data.
