Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donna Brackin

Abstract

Teachers are not properly prepared and supported to implement social and emotional learning (SEL) programs in the United States. Teachers must be properly equipped to be successful throughout implementation, thereby allowing students to reap the benefits of SEL programming. The purpose of this basic qualitative study was to explore K-2 educators’ perspectives regarding the preparation and support they need to implement SEL programming. The conceptual framework for this study was based on Scheirer’s program implementation theory. The research questions focused on the perspectives of K-2 educators regarding the preparation and support they need for SEL program implementation. Purposeful sampling was used to select nine teachers who had engaged in a full year of SEL program implementation and taught in kindergarten, first, or second grades. Data were collected from five educators who agreed to engage in semistructured interviews. Interviews were recorded, transcribed, and analyzed using provisional as well as initial coding methods. The data analysis process yielded four themes: (a) teachers need targeted and thorough training by an experienced and knowledgeable professional, (b) educators need more support from administration or program deliverers, (c) teachers need monthly check-ins or SEL professional learning community meetings, and (d) educators need support from an individual who is knowledgeable about SEL to serve as a point of contact. This study may promote positive social change by providing professionals who implement SEL training with the perspectives of educators, which may help leaders modify training and support systems to better prepare and support educators.

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