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

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of Teacher Perspectives on Their Role in Student Social Emotional Competency Development./
Author:	Lavoie, Brittney.
Description:	1 online resource (107 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065504click for full text (PQDT)
ISBN:	9798438798323

An Analysis of Teacher Perspectives on Their Role in Student Social Emotional Competency Development.
Lavoie, Brittney.

An Analysis of Teacher Perspectives on Their Role in Student Social Emotional Competency Development. - 1 online resource (107 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

Includes bibliographical references

This study sought to understand the lived experiences of middle school teachers in a public school regarding their perspectives on social-emotional learning within their classrooms. Teacher perspectives are rarely accounted for when districts discuss and use social-emotional learning practices. Research is largely focused on student outcomes, but literature shows 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 understanding 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 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? Participants included five middle school teachers who were interviewed. Research findings revealed individual participants' perceptions and understandings of social-emotional learning within their teaching practices and as members of their organization.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438798323Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Middle schoolIndex Terms--Genre/Form:

542853
Electronic books.

An Analysis of Teacher Perspectives on Their Role in Student Social Emotional Competency Development.
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500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Hammonds, Hattie.
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504 $a Includes bibliographical references
520 $a This study sought to understand the lived experiences of middle school teachers in a public school regarding their perspectives on social-emotional learning within their classrooms. Teacher perspectives are rarely accounted for when districts discuss and use social-emotional learning practices. Research is largely focused on student outcomes, but literature shows 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 understanding 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 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? Participants included five middle school teachers who were interviewed. Research findings revealed individual participants' perceptions and understandings of social-emotional learning within their teaching practices and as members of their organization.
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