Social and emotional learning is a topic currently and increasingly scrutinized in our schools. Typically, the social and emotional skills of students are examined to assess proficiency in this area. Extensive study of social and emotional skills of teachers is rarely conducted. This study addresses the current knowledge of teachers’ social and emotional skills, the extent to which they incorporate these skills into their instruction and practices, and what they require to do so. The goal was to determine the development of those skills among Lakeside High School teachers, and its application in their classrooms. The study revealed that Lakeside High School teachers need and desire targeted, systematic professional development in the area of social and emotional learning. It also revealed the perceptions of the staff surrounding the importance of developing effective, trusting associations with students to most significantly and positively impact student learning.
|Advisor:||McDade, Thomas E.|
|Commitee:||Bland, Chloe, Ciccone, Joseph, McDade, Thomas E., Neigel, Keith|
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Keywords:||Emotional, Learning, Skills, Social, Teachers|
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