Date of Award

Spring 4-19-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Carol Anderson-Woo

Second Advisor

Bendta Friesen

Third Advisor

Martinrex Kedziora

Abstract

Purpose: The purpose of this Delphi study was to identify the strategies that elementary teacher leaders use to create and foster a school culture that supports the five Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies (self-awareness, social awareness, relationship skills, self-management, and responsible decision making). An additional purpose was to identify what teacher leaders perceive to be the most effective strategies for creating and fostering a school culture that supports these social and emotional learning (SEL) competencies.

Methodology: This study used the Delphi method to collect data from elementary teacher leaders serving Grades TK–6 to identify their strategies to create and foster a school culture that supports SEL. Participants were selected using specific criteria and recommendations based on purposeful sampling. The researcher used Google surveys via email to collect the data.

Findings: Examination of results of the Delphi study and based on the results of the effectiveness ratings, six key findings were identified. These key findings were based on the highest mean effectiveness ratings and reflected some combining of similar strategies that were identified for different competencies. The key findings included professionalism, communication, collaboration, and having a growth mindset.

Conclusions: The study supported the teacher leaders and staff members who support one another through professionalism, creating and maintaining agreed upon norms of behavior, and establishing communities to share ideas. It adds to the current knowledge on SEL and the effective strategies that teacher leaders use to create and foster a culture of support for the cognitive, academic, and emotional development of children.

Recommendations: Based on the findings of this study, school district leaders and site administrators should further the growth of teacher leaders through professional development that is focused on teacher relationships and the sharing of best practices in education. When teachers learn from their peers with real-life examples, it is more impactful and improves the organizational culture of schools. In addition, this study provided recommendations that would enhance the social-emotional culture of schools and school districts through teacher-led activities and committees.

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