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Teachers' perceptions of SEL evidence-based implementation in schools

Resource type
Thesis type
(Project) M.Ed.
Date created
2023-07-26
Authors/Contributors
Abstract
Social-Emotional Learning (SEL) has become a way to understand human well-being through developing a healthy identity, managing emotions, building healthy relationships, and making responsible decisions. As a focus in schools, SEL can help students increase their social-emotional skills. Research has identified that there are multiple factors that contribute to effective implementation of SEL evidence-based programming in schools. The purpose of this study is to understand teachers' perceptions of SEL programming implementation in schools. Data collection involved interviews with four elementary K-7 educators in a large district in British Columbia, Canada. Data was examined using qualitative theme analysis. Findings were consistent with previous literature indicating that teachers perceive evidence-based SEL program implementation as important. Participants indicated that schools with supportive leaders and collaborative school cultures created environments suitable for implementing SEL. Suggestions for further study and practice are discussed.
Document
Extent
35 pages.
Identifier
etd22585
Copyright statement
Copyright is held by the author(s).
Permissions
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: Judson, Gillian
Language
English
Member of collection
Download file Size
etd22585.pdf 1.16 MB

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