The Impact of Adopting a Social Emotional Learning Approach on Middle School Teachers: An Exploratory Case Study
| dc.contributor.advisor | Alonzo, Julie | |
| dc.contributor.author | Sperling, Mary | |
| dc.date.accessioned | 2021-09-13T18:36:15Z | |
| dc.date.available | 2021-09-13T18:36:15Z | |
| dc.date.issued | 2021-09-13 | |
| dc.description.abstract | Schools in Oregon were shut down in March of 2020 due to the COVID-19 pandemic and reopened to Distance Learning. Most districts in Oregon opened to Comprehensive Distance Learning (CDL) and Limited In-Person Instruction (LIPI) in the 2020-2021 school year. In addition to navigating the pandemic, residents experienced wildfires and a windstorm that caused property damage and power outages which shut schools down for weeks. In the midst of all of these crises that threatened lives, property, and safety, educators were learning to teach their students in a new way and maintain relationships using virtual meeting platforms. How did they manage this? Did educators access the Social Emotional Learning (SEL) competencies they teach? This study utilized a survey and focus group to gather information from middle school educators in the Pacific Northwest who have an established SEL program in their school. Educators endorsed support of SEL and belief that they can teach SEL competencies, though they expressed reservations about using a prescriptive SEL curriculum. Teachers noted the need for flexibility in addressing students’ SEL needs as they are apparent, not as they are scheduled by the curriculum. Many educators reported symptoms of burnout, using coping skills, and applying SEL competencies in their own lives. Most respondents reported indicators of burnout and all were considering a career other than teaching. Implications for school districts include the need for support and potential for teacher turnover. It is recommended that administrators consider strategies for relationship building as a priority for students and staff as they begin returning to in-person learning. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/26628 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | Comprehensive Distance Learning | en_US |
| dc.subject | pandemic | en_US |
| dc.subject | repeated crises | en_US |
| dc.subject | Social Emotional Learning | en_US |
| dc.title | The Impact of Adopting a Social Emotional Learning Approach on Middle School Teachers: An Exploratory Case Study | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Educational Methodology, Policy, and Leadership | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | D.Ed. |
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