Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jamie Jones

Abstract

Survey data from students in Grades 9–12 at L High School (a pseudonym) in an urban district in the southeastern United States suggested that students lack social and emotional learning (SEL) competencies. Efforts to address SEL at the study site have been ineffective. The purpose of this basic qualitative study was to explore secondary teachers’ perceptions of why the efforts to address SEL have been ineffective and to determine what supports teachers believe are needed to address SEL at L High School. The research questions were used to explore teachers’ views on the implementation of SEL, support needed for SEL, and teachers’ prior training on SEL. Vygotsky’s social learning theory and the core competencies of the Collaborative for Academic, Social, and Emotional Learning framed this study. Voluntary, in-person interviews with eight teachers at the study site were recorded and analyzed. Thematic analysis was used to identify themes among the responses: (a) inadequate implementation of the current SEL program, (b) lack of student and teacher buy-in to current SEL program, (c) relationship building programs would be better for student population to address SEL, (d) resources with guidance on implementing and incorporating SEL in lesson plans for course and daily interactions are needed, and (e) lack of formal training on the topic of SEL provided to teachers at the study site by the district. A professional development project was created to provide teachers with support and resources to implement the SEL program or make instructional changes to support the development of SEL competencies in students. The results may influence positive social change by preparing teachers to positively affect the social and emotional competence of secondary students which could lead to the improvement of social relationships, behaviors, and academic outcomes

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