The purpose of this study was to determine the relationship between teachers’ beliefs about social and emotional learning competencies, their perceptions of collective efficacy, and job satisfaction among a group of teachers who work in a district with a systemic whole school approach to social emotional learning (SEL), and another group of teachers who work in a district that does not report a systemic whole school approach to social emotional learning. The study focuses on adult and student social emotional learning framework and teachers’ shared belief that they can positively influence student outcomes. The researcher was interested in this relationship after investigating the question: Do teachers in a district with a systemic whole school approach to social-emotional learning display differences in their beliefs regarding social emotional learning competencies, collective efficacy, and job satisfaction compared to their counterparts in districts without systemic whole school approaches to learning? This question was posed due to the assumption that social emotional learning benefits both students and adults alike, and the acknowledgement that collective efficacy is the number one influencer of student achievement (Hattie, 2019). First and foremost, the researcher hypothesized that a relationship exists between teacher beliefs about social emotional learning competences and perceptions of collective efficacy. The administrator-researcher further hypothesizes the following: Teachers’ perceptions of collective efficacy in a district that implements a systemic approach to SEL are statistically higher than teachers’ perceptions of collective efficacy in a district that does not implement a systemic approach to SEL, teachers’ self-reports of SEL beliefs in a district that implements a systemic approach to SEL are statistically higher than teacher’s self-reports of SEL beliefs in a district that does not implement a systemic approach to SEL, and teachers’ self-reports of job satisfaction are statistically higher in a district that implements a systemic approach to SEL. By understanding the potential differences in beliefs about social emotional learning competencies, perceived collective efficacy, and job satisfaction between districts that implement systemic whole school approaches to SEL and those that do not, the administrator-researcher aimed to provide guidance for school leaders on ways to draw connections regarding various initiatives. The participants were teachers of grades K-8 from a New Jersey district that reported a systemic school-wide approach to SEL, and teachers of K-8 grades from a New Jersey district that did not report a systemic school-wide approach to SEL. The methods included a quantitative, non-experimental design. This study attempted to determine if teachers in districts that report systemic school-wide approaches to social emotional learning statistically differ in their responses than teachers in districts that do not report systemic whole school approaches to social emotional learning. This was consistent with the study’s theoretical framework linking a connection among SEL, behavioral changes, and efficacy. This research will ultimately help decision makers understand the impact of systemic school-wide SEL programing with regards to beliefs about social emotional learning, perceived collective efficacy, and job satisfaction. The results of this study will assist educational leaders and various stakeholders make thoughtful decisions regarding the implementation of social emotional learning initiatives.

Last modified

• 02/16/2024

Creator

• Ferlise, Nicole.

Subject

• Education

Publisher

• Saint Peter's University

Keyword

• Social Emotional Learning
• Collective Efficiency
• Job Satisfaction
• K-8 Schools
• New Jersey Districts
• Systemic school-wide approaches

Date created

• 2022

Resource type

• Dissertation

Rights statement

• In Copyright - Educational Use Permitted