A Qualitative Case Study Exploring Teachers' Perceptions of Social-Emotional Learning in an Elementary School

Abstract

Social-emotional learning (SEL) is a worldwide term used to describe responsible decision-making, self-awareness, self-management, social awareness, and relationship skills. Schools worldwide are beginning to implement SEL curricula into their plans. The problem is that some elementary school students are unsure of how to safely explore, manage, or regulate their emotions while developing healthy relationships. The purpose of this exploratory qualitative case study was to explore teachers’ perceptions of teaching SEL curriculum in an elementary school in general education classroom settings. Sociocultural and democratic leadership theories grounded the study and provided the theoretical framework for this study. Data from this study were utilized to answer two research questions regarding teachers’ perceptions of integrating the SEL curriculum in their plans and in their elementary school. This qualitative case study aimed to address the gap in the literature by exploring elementary general education teachers’ perceptions of teaching a social-emotional learning curriculum. Purposeful sampling was used to select 18 veteran teachers who taught kindergarten to fifth grade in an elementary school in Georgia. Data were collected through one-on-one interviews and a focus group interview using specific questions that were designed. Data from the study were analyzed using the framework method, a sequential six-step process. Findings revealed that SEL is needed and is an important piece of education. However, there are obstacles to teaching SEL which need to be considered on a school-by-school basis.