Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Marilyn Robb

Abstract

Teachers have difficulty implementing a social-emotional learning (SEL) program in the classroom at an International Baccalaureate (IB) elementary school in Georgia. As a district mandated initiative, elementary schools in the metro area have included SEL programs as an essential part of the curriculum to support the needs of the whole student. The purpose of this generic qualitative study was to explore teachers' perspectives on implementing SEL at an IB elementary school. The conceptual framework drawn from Rogers' diffusion of innovations theory, focuses on what an individual does to implement and adopt an intervention. The study's guiding question explored 15 IB teachers' perspectives on the challenges they faced when implementing an SEL curriculum. Following each teacher interview, the data were transcribed, coded, and thematically analyzed. The key findings indicated that participants received different levels of support, along with possible implementation challenges. Some of the challenges included time to implement, teaching abstract concepts and second language learners, sticking to the curriculum, and executing the Child Protection Unit. This study may contribute to social change by informing district and school leaders of best practices necessary to ensure the sustainability and implementation process of SEL programs in IB elementary schools. SEL curriculum and program initiatives that are implemented with fidelity may improve teachers’ pedagogy and the wellbeing of students.

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