An Analysis of Teacher Perspectives on Their Role in Student Social-Emotional Competency Development

Autor/in	Lavoie, Brittney
Titel	An Analysis of Teacher Perspectives on Their Role in Student Social-Emotional Competency Development
Quelle	(2022), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-9832-3
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Teacher Attitudes; Social Emotional Learning; Teacher Role; Competence; Skill Development; Self Efficacy; Faculty Mobility; Faculty Development; Experiential Learning; Adoption (Ideas) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerrolle; Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; Ideas; Ideenfindung
Abstract	This qualitative study sought to understand the lived experiences of middle school teachers in a public middle school and their perspectives on social-emotional learning within their classrooms. Teacher perspectives are rarely accounted for when districts discuss and use social-emotional learning practices. Most research is focused on student outcomes; however, literature reviews show that (a) teacher outcomes impact student outcomes, and (b) teacher perceptions of social-emotional learning can impact their ability to effectively implement such practices. Social-emotional learning was used as a framework to guide this interpretative phenomenological analysis of teacher perceptions and understandings of social-emotional learning. Furthermore, teachers reflected on their role in providing students with opportunities to develop social-emotional competencies. Two research questions guided the current study: (a) What are teachers' perceptions and understandings of their role in helping students build social-emotional competencies in the classroom? and (b) How do teachers' self-efficacy beliefs influence how they incorporate social-emotional learning in their classroom? Five middle school teachers were interviewed via Zoom and findings revealed four major themes: (a) teacher and leadership turnover, (b) lack of professional development on SEL, (c) experiential learning, and (d) and school-home buy-in and understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01