Year: 2020
Type: article
Abstract: With recent educational demands placed on academic accountability, it is difficult for many people to determine or acknowledge where or how focusing on social and emotional learning (SEL) can be beneficial. In this paper we focus on principals’ beliefs and attitudes about social and emotional learning. Principals influence implementation through their school priorities, vision, expectations, and emphases. We used grounded theory techniques and semi-structured interviews with K-8th grade principals of public schools located in a state in the southeastern United States. When describing principals’ beliefs and attitudes, late majority adopters held neutral attitudes and weak beliefs regarding SEL. In addition, a lack of understanding of the SEL concept became evident as principals did not express a clear understanding of SEL. Comprehensive training at the administrative and policy level is needed. Principals should implement targeted staff training providing key strategies for intentionally integrating SEL skills into their current curriculum.
Source: The Qualitative Report
Authors: Kimberly Jones, Melissa Cater
Institution: Louisiana State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $500
OpenAlex ID: W3083340945