Teachers’ Perceptions on the Impacts of Social Emotional Learning Program Implementation - Volume 23 - Fall 2022

Oct 15, 2026

Uploaded by acoobca

Teachers’ perceptions are analyzed to understand how shared leadership influences the implementation of Social Emotional Learning (SEL) programs. A qualitative design uses open-ended surveys and focus group interviews to collect teachers’ views, experiences, and prior learnings. The study also examines how school culture and teacher interactions shape the implementation process. Coded qualitative data is organized into categories to identify common themes, followed by answers to research questions addressing shared leadership, school culture, and teacher learning histories.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Purpose of the Study and Research Questions

Theoretical and Conceptual Framework

Shared leadership, social constructivism, and organizational culture theory

Research Questions

R1 Shared leadership experiences

R2 School culture perceptions

R3 Prior learnings and experiences

Teachers’ Perceptions on the Impacts of Social Emotional Learning Program Implementation Hayle Christina Jerome Hawaii State Department of Education Denise Glasgow Concordia University – Chicago Mary Zaharis Concordia University – Chicago L. Arthur Safer Concordia University – Chicago Research has shown the significance in social-emotional learning in children and adults. Likewise, studies have shown the significance on the type of leadership style an organization uses to maximize their employee’s work ethic. Despite, these two known concepts, there is a limited number of studies that show how leadership impacts the implementation of a program. This qualitative study aims to understand teacher perceptions on how a shared leadership approach impacts implementing a social-emotional learning program. Through open ended surveys and focus group interviews, data will be collected to interpret how teachers perceive shared leadership has impacted the implementation of a social-emotional learning program. In addition, this study will provide insight into how school culture and teachers’ interactions and experiences can impact the implementation of a social-emotional learning program. The data collected was coded and organized into categories to identify common themes among the participants. Following the data analysis, the researcher answered the research questions: (1) What were the teachers’experiences with implementing a social-emotional learning program through shared leadership? (2) What were the teachers’perceptions ofthe school culture during the implementation of socialemotional learning program? (3) What were the teachers’prior learnings, and experiences ofthe implementation of a social-emotional learning program? Keywords: Social-emotional Learning (SEL), School Culture, Social Constructivism, Shared Leadership Education Leadership Review, Volume 23, Number 1, Fall 2022 169 Social-emotional learning (SEL) is a concept that has become very popular in all regions of the world. With mass shootings, COVID-19, and everyday struggles, the social-emotional well-being of children is becoming more focused on in education. There are a variety of programs available to educational settings that encompass five main components: social awareness, selfmanagement, self-awareness, responsible decision making, and relationship skills (CASEL, 2013) . SEL programs are typically implemented based on the school's leadership style, practices, and what they feel is in the best interest of the school, what fits the school’s needs. Each leadership theory, or practice, can impact the faculty and staff differently. With this idea in mind, the study presented shares how shared leadership, along with other components of a school, can impact the implementation of a social-emotional learning program. Through a qualitative approach, this study describes teachers' perceptions of shared leadership on implementing a social-emotional learning program. The study also examines how teacher experiences, and the school culture impacted this process. Those schools who are interested in adding a social-emotional learning program to their curriculum will gain a better understanding of how to do so effectively from this study’s results. Purpose of the Study and Research Questions The purpose of the study was to learn how shared leadership, school culture, and teacher interactions and experiences impact an SEL program implementation. To provide knowledge into this experience, the qualitative study presented addressed the following research questions: R1: What were the teachers’ experiences with implementing a social-emotional learning program through shared leadership? R2: What were the teachers’ perceptions ofthe school culture during the implementation of a social-emotional learning program? R3: What were the teachers’ prior learnings, and experiences of the implementation of asocial-emotional learning program? Theoretical and Co

FAQs

What is the study’s purpose regarding SEL program implementation?

The study aims to learn how shared leadership, school culture, and teacher interactions and experiences impact SEL program implementation.

How does the study examine teacher perceptions?

It uses a qualitative approach with open-ended surveys and focus group interviews, then codes and categorizes the collected data to identify common themes.

What research questions does the study address?

It asks about teachers’ experiences implementing SEL through shared leadership, their perceptions of school culture during implementation, and their prior learnings and experiences with the SEL program.

Oct 15, 2026

Uploaded by acoobca