THE LIVED EXPERIENCES OF ELEMENTARY SCHOOL TEACHERS’ IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING: TRANSITIONS FROM IN-PERSON AND REMOTE SETTINGS
Date of Award
Administrative and Instructional Leadership
Joan I. Birringer-Haig
KATHERINE C AQUINO
This qualitative study examined elementary school teachers' transitions from in-person to remote social-emotional learning during the COVID-19 pandemic in a northeastern US public school district. This study addressed the following central research question using Bandura's (1977) self-efficacy theory and CASEL's Framework (2021) for social and emotional learning: What were teachers’ lived experiences while teaching social-emotional learning (SEL) during both remote and in-person instruction in elementary school throughout the Covid-19 pandemic? Eight teachers from one suburban elementary school shared their experiences meeting students' social-emotional needs during the pandemic. This study examined teacher perspectives on social-emotional learning in in-person and remote settings during the COVID-19 pandemic. Interview questions provided narrative inquiry study answers. According to interviews, teachers implemented social and emotional learning with uncertainty, anxiety, and fear. Teachers believed they could teach social and emotional learning remotely and in person despite the pandemic because of their perseverance, awareness, and social interactions. They did this by relying on their colleagues for support and encouragement, realizing the importance of their work with students, and allowing students to express their emotions and feelings while learning remotely and in person.
Braswell, Clyde A., "THE LIVED EXPERIENCES OF ELEMENTARY SCHOOL TEACHERS’ IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING: TRANSITIONS FROM IN-PERSON AND REMOTE SETTINGS" (2023). Theses and Dissertations. 535.