Browsing by Subject "Social Emotional Learning"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    A Post-Intentional Phenomenological Exploration of Educator Emotional Efficacy (E³)
    (2023) VonGrey, Geri
    Research indicates that 40% to 50% of new teachers leave the educational field within their first five years of service (Alliance for Excellent Education, 2014; Education Minnesota, 2021a, 2021b; Liuzzi, 2021). Teachers are experiencing exhaustion, compassion fatigue, and often symptoms of burnout (Shen et al., 2015). These risk factors can manifest themselves in a wide variety of ways, including; a diminished sense of hope, decreased compassion and empathy, adverse changes in work performance, feelings of bitterness towards their job, and a loss of emotional regulation ( Gozali-Lee & Connell, 2019; Hagaman & Casey, 2018; Kyriacou, 2010; Sparks & Malkus, 2011; Domitrovich et al., 2016). The research urges us to pay attention. Many teachers are exhausted and are living on the edge of these realities, and as a result, are simply not thriving. The deteriorating mental and physical health of teachers negatively impacts teachers, but it also erodes the assets that those teachers bring into their classrooms, including; their emotional availability, empathy, hope, presence, self-efficacy, and resilience, all of which contribute to their asset-based strengths (Levine, 2013; Maslach & Leiter, 2005, 2007, 2016; McCarthy et al., 2010; Pines, 1993; Platsidou & Agaliotis, 2017; Shen et al., 2015). Palmer (2007) states, “we must enter, not evade, the tangles of teaching so we can understand them better and negotiate them with more grace, not only to guard our spirits but also to serve our students well” (p. 2). This research project uses a post-intentional phenomenology (PIP) methodology to investigate how the phenomenon of Educator Emotional Efficacy (E³) is produced and provoked in the lived experiences of teachers. E³ is rooted in the belief that an educator can develop the abilities and skill sets needed to constructively respond to the full range of emotions they experience, both positive and challenging emotions, and have the necessary skills to react to these emotions in a way that is aligned with their values and beliefs. Ideally, the development of E³ can work to minimize the negative consequences that can lead to burnout. Therefore, this study explores how teachers' development and awareness of E³ might positively impact teacher identity and their holistic health. More specifically, the phenomenon of educator emotional efficacy (E³) is shaped by the constructs of empathy, mindfulness, hope, and self-compassion and how they might serve to diminish the three manifestations of teacher burnout, which include emotional exhaustion, depersonalization, and lack of self-efficacy (Maslach & Leiter, 2005, 2007, 2016).
  • Thumbnail Image
    Item
    Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation.
    (2009-12) Goetz, Tamara Ann
    The following three year, formative evaluation closely watched the implementation of a program to integrate social emotional learning (SEL) curriculum into Lakeland Union High School. Like many other U.S. public schools, Lakeland Union High School is in need of addressing their student's poor academic achievement and negative behavioral actions. Lakeland Union chose SEL programming to focus their instructional efforts toward. SEL programming focuses on five specific competency areas specific to promoting prosocial skills to young learners. Integrative SEL programming designed for classroom instruction is fairly new to the educational field, yet is highly regarded for its instructional approach. Three rounds of data collected over three academic school years were utilized to investigate the school's experience with implementing SEL programming. A survey was used for round one, in exploring the relationship between SEL homeroom programming with the attitudes of students and teachers at Lakeland Union High. The second round of data collection interviewed several teachers concerning the implementation process to gain depth and to continue exploring SEL implementation. Data collected in the third round involved additional exploratory techniques of classroom observation, teacher focus groups and administrator interviews, and gained further insight into SEL programming integration. Teacher and student attitudes toward the SEL first round programming were not favorable. The homeroom SEL activity programming approach was dropped after a formal grievance was filed by the teacher's union. An integrated SEL classroom approach was inserted for the second round of programming. Teachers favored this approach to SEL programming, although reported issues and challenges with the school wide SEL initiative. The third round of SEL implementation continued with the SEL integrated classroom approach. It was determined that the SEL initiative at this point was still not fully thriving at the school. Findings in all three rounds provide information integral for program improvement, which leads to three primary recommendations for the school to address in their continuing efforts with SEL programming. Future programming recommendations include: 1) administration sets clear parameters for the SEL initiative, 2) professional development focused on SEL integrated curriculum programming, and 3) outline SEL integrative curriculum assessment for evidence-based practice.