Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Hardwick Smith Johnson, Jr.

Committee Member

Gloria Kieley

Committee Member

Kimberly Durham

Keywords

academic achievement, academic outcomes, behavior, behavioral development, behavioral performance, classroom instruction, classroom practices, educator perceptions, holistic student development, open-ended interviews, professional development, qualitative research, school improvement, self-management, self-reflection, self-regulation, social emotional learning, social-emotional learning implementation, student behavior, student development, student success, teacher attitudes, teacher confidence, teacher knowledge, teacher perceptions, thematic analysis, academic performance, behavioral outcomes, classroom-based strategies, district-level implementation, educational practices, emotional competence, instructional strategies, learning environments, participant perspectives, school-wide initiatives, SEL integration, SEL strategies, social competence, student achievement, student engagement, student support, teacher effectiveness, educational leadership, classroom climate, behavioral support, educational outcomes, evidence-based practices, instructional implementation, school culture, social development, teacher practices, whole-child education, academic and behavioral gaps, targeted interventions, student well-being, positive behavior support, educational improvement, SEL theory, teacher experiences, classroom management, student self-regulation, social skills development, emotional learning, academic success, behavior management, educator competence, school and district policy, integrated instruction, supportive learning environments, student-centered practices, teacher implementation, social awareness, responsible decision-making, relationship skills, emotional regulation, educational development, student growth, classroom effectiveness, learning support strategies, school effectiveness, teacher professional learning, SEL outcomes, behavioral achievement, academic growth, student resilience, positive school climate, instructional leadership, teacher-student relationships, social and emotional competence, educational intervention, classroom support systems, holistic education, student behavioral outcomes, academic behavioral performance, school-based strategies

Abstract

This study explored teacher perceptions of the impact of social-emotional learning (SEL) on students’ academic and behavioral performance. Guided by two research questions examining how teachers perceive SEL influences academic outcomes and behavioral development, data were collected through open-ended interview questions among seven participants. The study aimed to better understand how educators conceptualize and implement SEL within classroom settings and how these practices are perceived to affect student success.

Thematic analysis of participant responses revealed several consistent findings. All participants (100%) reported a strong understanding of and confidence in their SEL knowledge, suggesting a shared sense of competence in this area. Additionally, every teacher described intentionally integrating SEL practices into their instruction to support academic achievement. Most participants (85%) identified SEL as a critical factor influencing student behavior, often providing specific examples to illustrate its impact. Furthermore, all participants reported using targeted SEL strategies, particularly those focused on self-management, self-regulation, and self-reflection, to enhance both academic and behavioral outcomes. These strategies were consistently described as embedded within daily classroom practices.

The findings indicate a strong perceived relationship between SEL implementation and improvements in both academic and behavioral performance. Implications suggest that professional development should emphasize not only SEL theory, but also practical, classroom-based strategies for effective implementation. At the school and district levels, consistent and intentional integration of SEL may help to address academic and behavioral gaps, positioning SEL as a key mechanism for supporting holistic student development.

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