Date of Award
12-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Jonathan Greenberg, Ed.D.
Second Advisor
Tiffany Morse, Ph.D.
Third Advisor
Daisy Morales, Ed.D.
Abstract
Purpose: This phenomenological study aimed to identify and describe the social-emotional learning (SEL) strategies used by elementary teachers in California before and during the shift to distance learning amid the COVID-19 pandemic. The study also sought to determine which SEL strategies were most effective in supporting students’ emotional well-being in a virtual learning environment.
Methodology: A qualitative phenomenological approach was used to explore the lived experiences of elementary teachers who implemented SEL strategies before and during the COVID-19 pandemic. Data were collected through 20 interview questions aligned with the research objectives to gain insight into effective SEL practices during virtual instruction.
Findings: Analysis of data from three school districts revealed key findings. SEL was essential for student development, promoting perseverance, self-regulation, and emotional growth. The COVID-19 pandemic highlighted SEL's transformative role, with virtual tools to guide mindfulness, supporting empathy, self-awareness, and emotional regulation. SEL fostered adaptability, resilience, and problem-solving skills critical for online and traditional learning success. Findings emphasized the impact of home environments, with students from supportive households exhibiting more substantial emotional stability. The study highlighted teacher well-being and reflective practices fostered positive learning environments. A whole-child approach to SEL was encouraged, supporting student and teacher development to build resilient school communities.
Conclusions: The study concluded that SEL is a fundamental education component, emphasizing its transformative potential during the COVID-19 pandemic. The home environment significantly influenced students' SEL development, encouraging a holistic approach to student success. Teacher well-being was identified as essential, as emotionally supported educators were better equipped to meet students’ needs. The study advocates for a whole-child approach that integrates SEL into daily instruction.
Recommendations: Future research should investigate the long-term effects of virtual SEL on student adaptability, self-regulation, and interpersonal skills. Studies should assess the effectiveness and accessibility of digital SEL platforms. Further research is needed on how professional development can support educators in SEL integration, especially in virtual learning models. Comparative studies on student perspectives and parental engagement in virtual SEL settings are recommended, along with examining the connection between SEL and teacher well-being. Developing standardized SEL metrics would support alignment across districts and states.
Recommended Citation
da Rocha-Alvarez, Maria Iracema, "A Phenomenological Study of Social-Emotional Learning (SEL) Through COVID-19" (2024). Dissertations. 597.
https://digitalcommons.umassglobal.edu/edd_dissertations/597
