Date of Award
12-2024
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
This cross-sectional quantitative survey methodology study examined teachers’ knowledge and skills of social-emotional learning after participating in professional development. CASEL’s (Collaborative for Academic, Social, and Emotional Learning) theoretical framework of the five core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (2024) guided the research. The literature review analyzed studies conducted related to social-emotional learning (SEL) and professional development. It focused on the themes of SEL policy and legislation, teachers’ perception of SEL, the impact of SEL on students, methodology, potential barriers to SEL, professional development, teaching experience, and gaps in the research that pertain to teachers’ skills and knowledge of SEL. The participants completed the Educators’ Social-Emotional Learning questionnaire (Hemi & Kasperski, 2023), comprised of 27 questions, and answered four demographic questions. A sample population of 49 educators completed the online questionnaire. The results of this cross-sectional survey were analyzed using descriptive and inferential statistics. The findings revealed emotional competency as an area of strength in teachers’ core competency knowledge following CASEL-themed professional development. There was a disparity in teachers’ knowledge and skills of social competency. There was no statistical difference between groups based on teaching experience or grade level, indicating a potential uniform effect on the subgroups regardless of years of experience or grade level taught. The results of this study can inform future professional development for educators and guide policy on the state level to shape policies prioritizing SEL integration. The findings can frame curriculum in higher education institutions to better prepare educators to meet the needs of their students, and it can provide a foundation for further research into the effectiveness of professional development in improving SEL competencies. Indirectly, students benefit when teachers have enhanced SEL skills, which can, in turn, have a transformative influence on school culture, student engagement, and mental health.
Related Pillar(s)
Study
Recommended Citation
Ryan, Jessica Ann, "Empowering Educators: Examining Social-Emotional Learning Professional Development in Advancing Knowledge and Skills" (2024). Theses & Dissertations. 206.
https://digitalcommons.molloy.edu/etd/206