Date of Award

Fall 2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Karen Ingle

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Carolyn Reid-Brown

Abstract

Social-emotional learning (SEL) has become a part of education to enhance learning by catering to students' personal and social advancement. Unlike many other districts, this local district has pushed for a more unified process to implement SEL in the classrooms. The implementation of SEL varies from one district to another. However, a factor to SEL's successful implementation is adequate training for classroom teachers. Another factor that affects its implementation is the perception with which classroom teachers apply the concepts acquired from the training. The research data highlights the benefits of SEL effectively implemented at the classroom level. Classroom teachers are the first line of contact with students, and their perception of SEL in the classroom should be valued. The purpose of this quantitative non-experimental study was to evaluate elementary teachers' implementation and application in the classroom of the school district's SEL curriculum and to assess teacher confidence in the program. Classroom teachers (n = 201) responded to an electronic survey measuring their perception of SEL training concepts. Findings revealed there was a significant difference in perceptions between teachers who apply SEL training concepts in the classroom and those who did not. Additionally, teachers who had a positive perception of the concepts learned in district training sessions reported a higher perception of preparedness for SEL implementation in the classroom

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