Teacher Perceptions of the Role of Challenging Student Behavior and Social-Emotional Learning

ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

N

119

Teacher Attitudes; Social Emotional Learning; Student Behavior; Elementary Schools; Elementary School Teachers; Elementary School Students; Suburban Schools; School Districts; Classroom Techniques; Teaching Methods

979-88-375-4108-7

This study aims to explore teachers' perceptions of the role of challenging student behavior and social-emotional learning (SEL). The problem addressed was that challenging student behavior interferes with teachers' ability to teach, and children's academic achievement. The conceptual framework that underpinned this study is the concept of social and emotional learning. The Collaborative for Academic, Social, and Emotional Learning's evidence-based five core competencies were analyzed and utilized as the model for this study. A qualitative case study was chosen as the research method for this study. Four elementary schools within the same district in California were identified, and seven heterogeneous participants were selected, including probationary or permanent teachers with various levels of experience in teaching. Data collection took place following the approval of the Institutional Review Board and consisted of a demographic questionnaire, semi-structured interviews, and artifacts. The two qualitative questions that guided this research were: How do elementary school teachers in a suburban southern California school district describe their understanding of social and emotional learning? The findings revealed that teachers had a basic to advanced level of understanding of the benefits of social and emotional learning in the classroom. How do teachers describe their use of SEL to support their work with students exhibiting challenging student behavior? Findings support that teachers need knowledge and skills to understand student behavior. Emergent themes revealed that SEL must be explicitly taught, relationship is part of the SEL process, teachers' buy-in and leadership in the SEL process are necessary, teachers need support and professional development to increase SEL implementation, SEL increases engagement with students who exhibit challenging behavior, SEL supports building relationships between teachers and students with challenging behaviors, and SEL increases collaboration with school, community, and home. There is a need to expand a qualitative case study with a larger sample size. It might be even more beneficial to explore the effects of the COVID-19 pandemic on these perceptions compared to pre-pandemic perceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED646547