Teachers’ Perspectives of the Impact of Social Emotional Learning on Student Behavior

Abstract

This Record of Study evaluated teachers’ perceptions of the impact Social Emotional Learning (SEL) can have on student behaviors and how teachers’ belief systems relate to their implementation of SEL within their classrooms. An explanatory sequential mixed methods design was used to develop a comprehensive picture of teachers’ perceptions. SEL is a process through which individuals can acquire and manage personal and interpersonal skills to help them be successful in life. Utilizing CASEL’s Framework for SEL, teacher’s perceptions about the impact Social Emotional Learning has had on specific student behaviors as they relate to the five components within the Framework were analyzed. This study also explored the way in which a teacher’s belief system relates to their implementation of SEL practices. Their level of implementation and implementation practices were analyzed. This study began with initial quantitative data in the form of a questionnaire provided to all face-to-face teachers on campus. Responses were analyzed using a Likert scale based on participants’ responses. From the twenty-three participants, five were selected for qualitative research in the form of interviews, observations, and artifacts to further explain the quantitative data. This data was transcribed and coded for trends and themes as it relates to teachers’ perceptions of student behavior and their implementation of SEL. Analyzing the data found that students’ behaviors within each of the five components were observed more positively by teachers overall and there was an overall growth in student behavior after implementing SEL practices within the classrooms. Additionally, it was found that a teacher’s level of belief did not relate to their frequency of implementation, but it related to the method of implementation. This study will be used to provide improvements to SEL implementation in the future.