Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Ellen Ziegler

Keywords

Social-emotional Learning, SEL, Secondary Education Teachers, Teacher Self-Efficacy, Professional Development, SEL Implementation

Disciplines

Special Education and Teaching

Abstract

This transcendental phenomenological study examined the experiences of high school special education teachers implementing social-emotional learning in Capitol County Public Schools, guided by Bandura’s social cognitive theory. The study explored how professional development, teacher self-efficacy, institutional support, and perceived student outcomes influenced social-emotional learning implementation. A transcendental phenomenological design examined the shared experiences of 11 teachers using interviews, follow-up surveys, and document analysis. Three themes emerged: (a) instructional practices and social-emotional learning integration, (b) implementation experiences and challenges, and (c) perceived student outcomes. Participants identified positive teacher–student relationships, behavioral modeling, and embedded SEL instruction as essential to implementation, while professional development, administrative support, collaboration, and implementation consistency strengthened teacher confidence. The findings supported and extended Bandura’s social cognitive theory by demonstrating the reciprocal influence of teacher self-efficacy, classroom environments, observational learning, and institutional supports. The study concluded that effective social-emotional learning implementation depends on relationship-centered instruction, sustained professional learning, and collaborative schoolwide support to strengthen teacher preparation and improve student outcomes.

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