Teacher Perceptions of Social-Emotional and Behavioral Factors That Impede Preschool Adjustment

Author

• Allease J. Glamore, Nova Southeastern UniversityFollow

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

Peter Ross

Committee Member

Katrina Pann

Committee Member

Kimberly Durham

Keywords

behavior interventions, behavior theory, behavioral challenges, case study, early childhood education, ecological systems theory, environmental supports, evidence-based practices, in-depth interviews, policy development, preschool, preschool adjustment, preschool environment, preschool success, qualitative research, school adjustment, self-assessment questionnaires, semi-structured interviews, social-emotional competence, social-emotional development, social-emotional learning theory, supportive learning environments, teacher perceptions, teacher resources, teacher skill development, teacher strategies, teacher training, young children, behavioral supports, classroom environment, classroom management, coordinated interventions, early childhood programs, educational policy, educational practice, environmental factors, learning environments, preschool readiness, preschool teachers, program evaluation, qualitative case study, school readiness, social-emotional learning, student behavior, student support, supportive classrooms, teacher expertise, teacher professional development, training needs, child development, child behavior, developmental outcomes, early intervention, educational supports, evidence-based interventions, preschool programs, resource availability, social adjustment, social competence, teacher self-assessment, teaching practices, young learners, behavior management, classroom supports, developmental challenges, educational research, intervention implementation, preschool education, school transition, student adjustment, teacher effectiveness, teacher experiences, training resources, classroom interventions, child well-being, positive behavior support, preschool learning environment, social-emotional challenges, educational environments, program support, professional learning, teacher preparedness, early learning, childhood development, school success, social skills development, student outcomes, supportive practices, teacher knowledge, intervention barriers, educational leadership, family-school connections, developmental support, preschool behavioral support, learning readiness, teacher confidence, child adjustment, preschool transition, emotional development, classroom climate, educational effectiveness, early childhood teachers, research-based practices, social-emotional factors, behavioral factors, preschool adaptation, teacher decision-making, intervention supports

Abstract

Children with behavioral and social-emotional challenges struggle to adjust to the preschool environment which places increased demands on preschool teachers to implement effective strategies. The purpose of the study was to assess teachers’ perceptions regarding social-emotional and behavioral factors implicated for successful preschool adjustment. The theoretical framework guiding this study is grounded in the integration of Bronfenbrenner’s ecological systems theory, social-emotional learning theory, and behavior theory. A case study design was used to examine the perceptions and use of social-emotional and behavior interventions and supports by four early childhood teachers across two programs.

Data were collected using qualitative in-depth one-on-one semi-structured interviews and completion of a self-assessment questionnaire related to the use of evidence based interventions and environmental supports. The results revealed that teachers view social-emotional competence as the core of preschool adjustment and that their expertise is shaped by training and resources. Teachers also reported that specific barriers can impede the consistent use of evidence-based practices. The findings also confirmed the need for coordinated policy, practice, and research efforts to ensure that preschool environments foster social-emotional development. Results suggested the need for investment in teacher skill development so that early childhood programs can create supportive learning environments where young students can experience preschool success.

NSUWorks Citation

Allease J. Glamore. 2026. Teacher Perceptions of Social-Emotional and Behavioral Factors That Impede Preschool Adjustment. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1166)
https://nsuworks.nova.edu/fse_etd/1166.