Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
social-emotional learning, perception, implementation, student achievement
Disciplines
Curriculum and Instruction
Recommended Citation
King, LaKenya, "The Lived Experiences of Implementing Social-Emotional Learning Competencies in the Classroom of Teachers in a Southern State: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7848.
https://digitalcommons.liberty.edu/doctoral/7848
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of teachers in a southern state who implemented social-emotional learning (SEL) competencies in the classroom. The study was guided by Goleman's theory of emotional intelligence (EI), which focused on SEL needs and benefits. The central research question was: What are the lived experiences of teachers who implemented SEL competencies in the classrooms in a southern state? This study used a transcendental phenomenological design to gain insight into the phenomenon from 10 teachers in a public district in a southern state who implement SEL competencies in the classroom. Data were collected through individual interviews, focus groups, and document analysis. Moustakas’ (1994) qualitative data analysis procedures were used to analyze and triangulate the data. Data collection results generated three themes and eight sub-themes related to teachers lived experiences of implementing SEL competencies in the classroom.
