ORCID

https://orcid.org/0009-0009-7390-3976

Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

James Campbell

Second Advisor

Jenny Yang

Third Advisor

Stephen Kotok

Abstract

This study examined the influence of evidence-based social emotional learning (SEL) implementation in elementary schools (kindergarten–Grade 6) on educator well-being and retention. Because the field of education continues to face high levels of educator attrition, this study was focused on identifying factors that support educators remaining in the profession. The purpose of this study was to determine whether implementing an evidence-based SEL program impacts educators’ intent to remain in the classroom. This study was grounded in sociocultural theory and self-determination theory. The collaborative for academic, social and emotional learning framework for SEL served as a conceptual foundation for understanding how the five SEL competencies are essential for educators. A quantitative research design was employed, and the inventory of SEL impact on educators survey tool was used to collect data on elementary educators’ perceptions of SEL implementation in their schools. Two research questions guided this study: What factors influence successful SEL implementation among elementary educators? and To what extent does SEL implementation in schools predict educators’ intent to remain in the teaching profession? The study findings contribute to the field of education by providing insight into on how evidence-based SEL implementation can support educator well-being and reduce attrition.

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