Teachers' Perceptions of Social and Emotional Learning in Northeast Georgia: A Basic Qualitative Study

Abstract

The problem was many schools were implementing social and emotional learning (SEL) programs or adopting SEL curriculum for classroom instruction without considering teachers' perceptions of integrating SEL curricula into their pedagogical practices at a rural educational setting in Northeast Georgia. The purpose of this basic qualitative study was to explore teachers' perceptions of integrating SEL curricula into their pedagogical practices in a rural educational setting in Northeast Georgia. For this study, SEL theory and the emotional intelligence theory were the theoretical framework. The research questions addressed the teachers’ perceptions on SEL curricula and perceived barriers to implementing SEL programs. Using a basic qualitative study, teachers at a rural middle school in Northeast Georgia were purposively selected from a population of 74 certified teachers and paraprofessionals to complete a questionnaire. A subsample of teachers was chosen to participate in a semi-structured interview protocol. Questionnaire and interview responses were analyzed through thematic analysis using Braun and Clarke’s (2017) six phases of data collection. Results indicated educators perceive there is a benefit to student growth and development from integrating SEL curriculum into their existing pedagogical practices. Educators also identified barriers to implementing SEL programs in the classroom due to a lack of time and professional development. Recommendations include a need for educational leaders and policymakers to support the integration of SEL curriculum and implementation of SEL programs in academic settings.