TEACHERS’ PERCEPTIONS REGARDING THE IMPLEMENTATION OF SOCIAL-EMOTIONAL LEARNING IN TITLE I SCHOOLS

Abstract

ABSTRACT Borner, Latricia Trenise, Teachers’ Perceptions Regarding the Implementation of Social-Emotional Learning in Title I Schools. Doctor of Education (Executive Educational Leadership) December, 2018, Houston Baptist University, Houston, Texas. The purpose of this phenomenological study was to explore teachers’ perceptions of the implementation of social-emotional learning in Title I schools and its influence on student outcomes. The research design of this study used a qualitative phenomenological approach involving a school in an urban Texas school district. The study focused on teachers’ responses to survey questions designed to gather expressed feelings and perceptions of the influence social-emotional learning has on student outcomes in Title I schools. The researcher chose to use the phenomenological methodology because it allowed insight into the perceptions and lived experiences of teachers experiencing the phenomena at the time of the study. The emergent themes for research question one were positive learning environment, positive peer-to-peer and student-teacher relationships, and lower suspension rate. The emergent themes from research question two were relationships and coping skills. The emergent themes for research question three were classroom discussions, check-ins and journal writing. Based on responses from participants in this study, the implementation of social-emotional learning in Title I schools has a positive outcome on student behavior and academic achievement. The participants also identified how teachers implement social-emotional learning in their classrooms on a daily basis, affecting positive change in student outcomes academically and behaviorally. The researcher hopes that the findings of this study will serve as a guide to school and district leaders who are considering how to change exclusionary discipline practices and support the ‘whole child’. KEY WORDS: Social-emotional learning, Student outcomes, Academic achievement, Title I schools