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Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study

This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of implementation of a particular program. While not significant in this study, variation in teacher characteristics may be important.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc700052
Date08 1900
CreatorsMadueke, Nkechi A.
ContributorsHarris, Mary McDonnell, Brooks, John C., Laney, James D., Young, Jamaal
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 127 pages, Text
CoverageUnited States - Texas
RightsPublic, Madueke, Nkechi A., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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