Date of Award
9-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Executive Leadership
First Supervisor
Dr. Janice Kelly
Second Supervisor
Dr. Jason Skeeter
Abstract
Using a qualitative phenomenological design, this study examined the lived experiences of eight secondary school leaders in an urban district in the Northeastern United States. Data were collected through semi-structured interviews to explore the relationships between school leaders’ SEL perspectives and the effective implementation of SEL initiatives. By examining school leaders’ views on SEL competency practices and their role in meeting students’ diverse needs, the research sought to inform the development of more effective SEL programs in urban Title 1 secondary schools. This study found that the successful implementation of SEL practices in secondary schools hinges on the active involvement and buy-in of key stakeholders. SEL initiatives were most effective when leaders fostered collaboration and guaranteed stakeholders felt valued and understood their roles in the process. Schools that involved teachers and students in the planning and execution of SEL programs saw greater engagement and sustainability. Leaders who tailored SEL efforts to meet the specific needs of students and staff experienced better outcomes. Conversely, when stakeholders felt excluded, SEL initiatives struggled to gain traction. The recommendations for successful SEL implementation emphasize the importance of targeted professional development and ongoing training for school leaders. Long-term studies should be conducted to measure the sustained impact of SEL on students’ well-being and success beyond school. Addressing barriers, such as limited resources, teacher understanding, and insufficient stakeholder involvement, is critical for success. Schools must actively involve teachers, students, and community partners in SEL planning and execution to ensure buy-in. An
evaluation of the effectiveness of SEL should include both quantitative and qualitative measures, focusing on student behavior, attendance, and academic performance. Regular feedback from stakeholders and ongoing assessment of SEL integration are essential to ensure sustained improvements. These recommendations aim to create a comprehensive and inclusive approach that yields long-term benefits for the entire school community.
Recommended Citation
McDowell, Kathleen, "Social-Emotional Learning Implementation Among School Leaders in Urban Title I City Schools: An Exploratory Study" (2024). Education Doctoral. Paper 602.
https://fisherpub.sjf.edu/education_etd/602
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.