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Teachers' Beliefs and Practices, in Response to a Whole District Initiative for Social and Emotional Well Being.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Beliefs and Practices, in Response to a Whole District Initiative for Social and Emotional Well Being./
Author:	Bolden, Melissa.
Description:	1 online resource (214 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798382541709

Teachers' Beliefs and Practices, in Response to a Whole District Initiative for Social and Emotional Well Being.
Bolden, Melissa.

Teachers' Beliefs and Practices, in Response to a Whole District Initiative for Social and Emotional Well Being. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Cabrini University, 2024.

Includes bibliographical references

Teachers significantly impact students' academic success amidst life difficulties and societal influences (Harlacher & Merrell, 2010; Malureanu & Enachi-Vasluianu, 2021). This qualitative research study was designed to understand the impact of implementing a district-wide social-emotional learning initiative from the teachers' perspective. This study examined how teachers' beliefs and practices influence social-emotional learning programming. This study was conducted at a Philadelphia suburban school district. Qualitative data was collected from focus groups and surveys. Six primary themes emerged: cultural response to SEL: Social-emotional learning (SEL) significantly impacts teachers' ability to forge stronger personal and professional connections with their students; practice principles for self and staff: teachers recognize the benefit of personal well-being practices; barriers to Implementation: student buy-in and motivation are barriers to implementing SEL; student agency: there is an increase in student's ability to self-regulate; More time is needed for collaboration and lessons: limited opportunities to collaborate as a team present a challenge; practical application of SEL: there are challenges and considerations in transitioning social-emotional learning (SEL) lessons to practical application in academic settings. Future research could explore how developmental differences among students at various stages of adolescence impact their response to social-emotional learning (SEL) programs and examine the role of more diverse teaching staff in successfully implementing social-emotional learning (SEL) programs.

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

Mode of access: World Wide Web

ISBN: 9798382541709Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Social emotional competenciesIndex Terms--Genre/Form:

554714
Electronic books.

Teachers' Beliefs and Practices, in Response to a Whole District Initiative for Social and Emotional Well Being.
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