Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Donna B. Gee

Abstract

Mental health distress for students is prevalent on postsecondary campuses, which negatively affects students’ psychological well-being and academic success. The purpose of this basic qualitative study was to examine the influence that social and emotional learning (SEL) professional development focused on respect had on the instructional practice of full-time faculty at a community college in Western Canada. Mezirow’s theory of transformative learning was the conceptual framework that grounded this study. The research question explored faculty perceptions of the influence of Respect-focused training on their instructional practice. This study used purposeful sampling of 12 full-time faculty members who had taken the Respect training in a previous semester. Data were collected using semi-structured interviews. Data analysis occurred by organizing, preparing, reviewing, and coding the data to generate a description of themes. Participants perceived the training as necessary and valuable for faculty to receive. Findings of this study indicated transformative learning did not occur, as faculty could not articulate how the training translated into behavior change or integration into their instructional practice. Participants indicated that the training did not include the following important components of the transformative learning framework: the ability to communicate and share with others, follow-up training, and a supportive learning community. These components are needed for transformative learning to occur. Faculty and administrators may use this study’s findings to promote positive social change by implementing select SEL interventions to increase the possibility of transformative learning and positive behavior change at the postsecondary education institutional level.

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