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Case Study of Central Ohio Head Start Teachers' Perceptions of Social-Emotional Intelligence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Case Study of Central Ohio Head Start Teachers' Perceptions of Social-Emotional Intelligence./
Author:	Shank, Taryn Dyan.
Description:	1 online resource (412 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9798617091047

Case Study of Central Ohio Head Start Teachers' Perceptions of Social-Emotional Intelligence.
Shank, Taryn Dyan.

Case Study of Central Ohio Head Start Teachers' Perceptions of Social-Emotional Intelligence. - 1 online resource (412 pages)

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2020.

Includes bibliographical references

The purpose of this qualitative case study was to explore how Head Start teachers perceive and describe their social-emotional intelligence and how it affects experiences for children in meeting the social-emotional school readiness skills necessary for school success. It is not known how Head Start teachers explore their perceptions about social-emotional intelligence and teaching practices that meet the School Readiness Initiative for social-emotional skill development of children transitioning into kindergarten. There are two theoretical models used to inform this study: Bar-On model and Serrat model on emotional-social intelligence. Three research questions were posed to guide the study regarding how Head Start teachers perceive and describe their own social-emotional intelligence, the affects social-emotional intelligence has on teaching practices of social-emotional skills, and what is perceived to help strengthen social-emotional intelligence. Extreme case purposeful sampling was used to select 17 study participants from a Head Start program in Central Ohio. The study design used individual semi-structured interviews, journals, and archived anecdotal notes as sources of data. The qualitative study uses an analytical approach. The findings indicate that social-emotional intelligent teachers perceive each day as a new beginning and believe that when they have a positive emotional state, teacher-student interactions increase. In addition, there is a need for training to improve teacher social-emotional skill development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798617091047Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Case studyIndex Terms--Genre/Form:

554714
Electronic books.

Case Study of Central Ohio Head Start Teachers' Perceptions of Social-Emotional Intelligence.
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520 $a The purpose of this qualitative case study was to explore how Head Start teachers perceive and describe their social-emotional intelligence and how it affects experiences for children in meeting the social-emotional school readiness skills necessary for school success. It is not known how Head Start teachers explore their perceptions about social-emotional intelligence and teaching practices that meet the School Readiness Initiative for social-emotional skill development of children transitioning into kindergarten. There are two theoretical models used to inform this study: Bar-On model and Serrat model on emotional-social intelligence. Three research questions were posed to guide the study regarding how Head Start teachers perceive and describe their own social-emotional intelligence, the affects social-emotional intelligence has on teaching practices of social-emotional skills, and what is perceived to help strengthen social-emotional intelligence. Extreme case purposeful sampling was used to select 17 study participants from a Head Start program in Central Ohio. The study design used individual semi-structured interviews, journals, and archived anecdotal notes as sources of data. The qualitative study uses an analytical approach. The findings indicate that social-emotional intelligent teachers perceive each day as a new beginning and believe that when they have a positive emotional state, teacher-student interactions increase. In addition, there is a need for training to improve teacher social-emotional skill development.
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