Students’ Social Emotional Learning Competencies' Effect On Teachers’ Perception Of School Climate At A Texas Secondary Campus

Abstract

This study will seek to investigate learned levels of student social-emotional learning (SEL) competencies, improvements made to overall school climate as measured through teacher behavior responses and ensuring that the students are provided the opportunity to grow their personal competencies to add to our overall school community. These study takes place on a secondary campus served 9th-12th grade students, this school is located in the Southeast portion of Texas, a suburb of the Houston metro area. In this two-group pretest-posttest study of students and teachers over the course of the 2017-2018 school year, quantitative data was analyzed using descriptive statistics and multiple paired sample t-tests. The research will present all quantitative results and the data was analyzed using a pared samples t-test to investigate the results. These results will inform the campus, administrative team, teachers and local school community regarding the impact of the SEL curriculum on students and teachers.