Date of Conferral
8-13-2024
Date of Award
August 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Terri Edwards
Abstract
The problem addressed in this study was the significant increase in the number of students who lack age-appropriate social and emotional skills (SES), which has become a concern, especially for teachers. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on the challenges of teaching students who lack age-appropriate SES and what support they believed would help them when working with these students in the classroom. The conceptual framework that guided this study consisted of Bandura’s social learning theory. The focus of the research questions was early childhood teachers’ perspectives on the challenges of teaching students who lack age-appropriate SES and what support they believe would help them when working with these students in the classroom. Data were collected using one-on-one semistructured interviews with 12 early childhood K–1 teachers via Zoom. Braun and Clarke’s six-step process for thematic analysis of the data included open and axial coding. Four themes emerged from the data: (a) teachers identified constant disruptions, a lack of time, and a lack of support as challenges; (b) teachers are challenged by student obstacles and school safety; (c) teachers need effective strategies and professional development; and (d) teachers need administrative and parental support. This study contributes to positive social change by informing professional development specialists and administrators regarding how they might assist those teaching students who lack age-appropriate SES.
Recommended Citation
Stewart, Rachel Ann, "Early Childhood Teachers’ Perspectives on the Challenges of Teaching Students Who Lack Age-Appropriate Social and Emotional Skills" (2024). Walden Dissertations and Doctoral Studies. 16100.
https://scholarworks.waldenu.edu/dissertations/16100
