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Implementation Factors of the Social Emotional Learning Language Arts (SELLA) Curriculum: Impact on Teachers’ Social-Emotional Competence

Gronotte, Madeline A
http://orcid.org/0000-0002-6087-8275
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1647115045356218

Abstract Details

2022, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
In recent years, evidence supporting a whole-child approach to education—one that considers not only academic proficiency but also development of social-emotional competence (SEC) as important outcomes of education for students—has mounted. As the benefits of supporting student SEL skills have become more widely known, recognition of the value of supporting teachers’ SEC has surfaced, too. Research indicates a range of positive classroom implications for teachers’ having high SEC, including more effective management of student behaviors and higher quality implementation of evidence-based practices. Existing research demonstrates that schools can support teachers’ SEC directly through SEL-focused professional development opportunities, but it is unclear if teachers’ delivery of student-centered SEL programming indirectly results in similar improvements in SEC. Using a program evaluation with a comparison group design, the present study examined the impact of classroom delivery of the Social Emotional Learning Language Arts curriculum on teachers’ SEC and whether factors such as implementation quality and perceptions of the curriculum predicted SEC levels. Results of a survey of (n = 64) K-6 teachers revealed no significant relationship between SELLA implementation and self-reported SEC level, and neither perceptions of the curriculum nor implementation quality significantly predicted teacher SEC. Nonetheless, the findings of this study contribute to an emerging research base exploring practical, effective, and efficient ways that schools can support teacher SEC. Implications for practice and suggestions for future research are discussed.
Elana Bernstein (Committee Chair)
Amanda Deeter (Committee Member)
Meredith Wronowski (Committee Member)
81 p.
Education; Psychology
social-emotional learning; SEL; social-emotional competence; SEC; teacher SEL; adult SEL; integrated SEL

Recommended Citations

Citations

  • Gronotte, M. A. (2022). Implementation Factors of the Social Emotional Learning Language Arts (SELLA) Curriculum: Impact on Teachers’ Social-Emotional Competence [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1647115045356218

    APA Style (7th edition)

  • Gronotte, Madeline. Implementation Factors of the Social Emotional Learning Language Arts (SELLA) Curriculum: Impact on Teachers’ Social-Emotional Competence. 2022. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1647115045356218.

    MLA Style (8th edition)

  • Gronotte, Madeline. "Implementation Factors of the Social Emotional Learning Language Arts (SELLA) Curriculum: Impact on Teachers’ Social-Emotional Competence." Electronic thesis or dissertation, University of Dayton, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1647115045356218

    Chicago Manual of Style (17th edition)

dayton1647115045356218
167
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This open access ETD is published by University of Dayton and OhioLINK.