Teachers' Perceptions of Social and Emotional Learning as it Relates to Classroom Climate and Self Efficacy

Cali, Yvonne

Dissertation

Teachers' Perceptions of Social and Emotional Learning as it Relates to Classroom Climate and Self Efficacy

Public Deposited

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Abstract

For more than a decade, United States teachers have focused extensively on academic goals (Boyles, 2018). Regardless of one’s role in the education system, the focus is on students learning. However, what students should learn has been a widely debated topic. Historically, an academic focus has been at the forefront of education, yet research has linked Social and Emotional Learning (SEL) to academic success and other benefits. Experience and research in grades kindergarten through twelve demonstrate that promoting social and emotional development is the “missing piece” to reaching the array of goals associated with improving schooling in the United States (Elias, 1997). There is a paradigm shift occurring in schools. Teaching is one of the most stressful occupations in the United States, and educators are left with few resources to address their intensifying situation. In addition, the recent pandemic has added another layer to what really matters in education. It is difficult for students and teachers to focus on educational goals when, a global pandemic jeopardizes mental health and well-being. The purpose of the research study was to investigate how teachers perceive the effectiveness of implementing Social and Emotional Learning competencies and their relation to a positive classroom climate. The researcher also determines whether teacher efficacy matters in the development of Social and Emotional Learning competencies in their teaching practice. The teacher-s’ perceptions of the value of professional development, training, and experience were also researched.

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