Research Article

Implementing online social-emotional learning programs for K-12 leaders: A focus on professional development for teachers

Emily Mulvihill 1 *
More Detail
1 Colorado State University Pueblo, Pueblo, CO, USA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 7(1), January 2025, e2506, https://doi.org/10.30935/ijpdll/15804
Submitted: 05 September 2024, Published: 02 January 2025
OPEN ACCESS   111 Views   181 Downloads
Download Full Text (PDF)

ABSTRACT

The purpose of the basic qualitative study was to explore the perceptions of K-12 online teachers to understand leadership support needed for teachers who are implementing social-emotional learning (SEL) curricula. A basic qualitative study was used for the research design. Participants were recruited through LinkedIn, a social media site, and the target size of the sample size was 15 K-12 online teachers living in the United States. Fifteen participants could not be located using LinkedIn, so snowball sampling was employed. Snowball sampling allowed for recruitment of research participants by asking the current participants to assist in identifying other potential subjects. An open-ended questionnaire was provided to participants who voluntarily participated in the study. A follow-up focus group was conducted with five members who participated in the questionnaire. Focus group participants contextualized the questionnaire responses by expounding on experiences and giving responses in further depth. Findings of the research were shared with teachers, administrators, and other educational stakeholders. In order for SEL to be implemented effectively in an online K-12 setting, professional development is critical.
Keywords: social emotional learning, online learning, implementation, K-12, professional development

CITATION (APA)

Mulvihill, E. (2025). Implementing online social-emotional learning programs for K-12 leaders: A focus on professional development for teachers. International Journal of Professional Development, Learners and Learning, 7(1), e2506. https://doi.org/10.30935/ijpdll/15804

REFERENCES

  1. Adashi, E. Y., Walters, L. B., & Menikoff, J. A. (2018). The Belmont report at 40: Reckoning with time. American Public Health, 108(10), 1345–1348. https://doi.org/10.2105/AJPH.2018.304580
  2. Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Social-emotional learning practices: Insights from outlier schools. Journal of Research in Innovative Teaching & Learning, 12(1), 33–52. https://doi.org/10.1108/JRIT-02-2019-0020
  3. Allen, N., Grigsby, B., & Peters, M. L. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10(2), 1–22.
  4. ASCD. (2014). Whole school, whole community, whole child. Association for Supervision and Curriculum Development. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf
  5. Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining SEL: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53–58. https://doi.org/10.1177/0031721719827549
  6. Barrett, D., & Twycross, A. (2018). Data collection in qualitative research. Evidence-Based Nursing, 21(3), 63–64. https://doi.org/10.1136/eb-2018-102939
  7. Billy, R. J. F., & Garriguez, C. M. (2021). Why not SEL? English Language Teaching, 14(4), 9–15. https://doi.org/10.5539/elt.v14n4p9
  8. Bozkus, K., & Bayrak, C. (2019). The application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11(4), 335–352. https://doi.org/10.26822/iejee.2019450792
  9. Caillaud, S., & Flick, U. (2017). A new era in focus group research. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-58614-8_8
  10. CASEL. (2023a). Communicate SEL as a district priority. Collaborative of Academic, Social and Emotional Learning. https://drc.casel.org/build-foundational-support-and-plan/communication/
  11. CASEL. (2023b). Practice for leaders. Collaborative of Academic, Social and Emotional Learning. https://schoolguide.casel.org/focus-area-2/model/practices-for-leaders
  12. CASEL. (2023c). Professional development and communities of practice. Collaborative of Academic, Social and Emotional Learning. https://casel.org/state-resource-center/professional-development
  13. Colorado Department of Education Wellness Unit. (2023). Using the WSCC model to integrate social and emotional learning in schools. https://www.rmc.org/wp-content/uploads/2020/11/Using-the-WSCC-Model-to-Integrate-SEL-in-Schools.pdf
  14. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.
  15. Donahue-Keegan, D., Villegas-Reimers, E., & Cressey, J. M. (2019). Integrating SEL and culturally responsive teaching in teacher education preparation programs: The Massachusetts experience so far. Teacher Education Quarterly, 46(4), 150–168.
  16. Dorshorst, M. (2023, March). Making time for social and emotional learning in schools. https://www.crslearn.org/publication/empowering-educators/making-time-for-social-and-emotional-learning-in-schools
  17. Elias, M. J. (2004). The connection between SEL and learning disabilities: Implications for intervention. Learning Disability Quarterly, 27(1), 53–63. https://doi.org/10.2307/1593632
  18. Forero, R., Nahidi, S., De Costa, J., Mohsin, M., Fitzgerald, G., Gibson, N., McCarthy, S., & Aboagye-Sarfo, P. (2018). Application of four-dimension criteria to assess the rigor of qualitative research in emergency medicine. BMC Health Services Research, 18(1), Article 120. https://doi.org/10.1186/s12913-018-2915-2
  19. Friesen, P., Kearns, L., Redman, B., & Caplan, A. L. (2017). Rethinking the Belmont report? The American Journal of Bioethics, 17(7), 15–21. https://doi.org/10.1080/15265161.2017.1329482
  20. Geesa, R. L., Robbins, K., & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing educators to design online environments for social-emotional learning. Journal of Online Learning Research, 8(1), 67–100.
  21. Hardy, S. J. (2018). The role of leadership in SEL implementation. https://dlib.bc.edu/islandora/object/bc-ir:107979
  22. Jez, R. J. (2022). All of the things: Shifting from traditional to transformational teacher preparation. Teacher Education Quarterly, 49(2), 111–116.
  23. Kennedy, K. (2019). Centering equity and caring in leadership for SEL: Toward a conceptual framework for diverse learners. Journal of School Leadership, 29(6), 473–492. https://doi.org/10.1177/1052684619867469
  24. Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed and mindfulness-based social-emotional learning program on teacher attitudes and burnout: A mixed-methods study. School Mental Health, 13, 55–68. https://doi.org/10.1007/s12310-020-09406-6
  25. Kwan, P. (2020). Is transformational leadership passe? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321–349. https://doi.org/10.1177/0013161X19861137
  26. Liu, P. (2021). Principals’ transformational school leadership and collective teacher efficacy in Chinese urban upper secondary schools. International Studies in Education Administration, 49(2), 50–68. https://doi.org/10.1108/ijem-07-2020-0361
  27. Mahoney, J. L., Weissberg, R. P., Gereenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2020). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
  28. McGrath, C., & Nilsonne, G. (2018). Data sharing in qualitative research: Opportunities and concerns. MedEdPublish, 7(4), 255–267. https://doi.org/10.15694/mep.2018.0000255.1
  29. Melnick, H., & Martinez, L. (2019). Preparing teachers to support social and emotional learning. https://learningpolicyinstitute.org/sites/default/files/product-files/SEL_CaseStudies_SJSU_Lakewood_REPORT.pdf
  30. Morgan, L., Close, S., Siller, M., Kushner, E., & Brasher, S. (2021). Teachers’ experiences: Social emotional engagement–Knowledge and skills. Educational Research, 64(1), 41–59. https://doi.org/10.1080/00131881.2021.1988865
  31. New Leaders. (2023). Social–emotional learning: Ways for school leaders to support students. New Leaders. https://www.newleaders.org/blog/social-emotional-learning-ways-for-school-leaders-to-support-students
  32. Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860
  33. Protection of Human Subjects. (2018). Protection of human subjects, 45 C.F.R. § 46. HHS.gov. https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/index.html
  34. Raywid, M. A. (1993). Finding time for collaboration. Educational Leadership, 51(1), 15–20.
  35. Scott, J., Jaber, L., & Rinaldi, C. M. (2021). Trauma-informed school strategies for SEL and ACE concerns during COVID-19. Education Sciences, 11(12), Article 796. https://doi.org/10.3390/educsci11120796
  36. Stickle, L., Bailey, R., Brion-Meiself, G., & Jones, S. M. (2019). Toolbox for SEL: Coaching builds teachers’ social and emotional strategies. The Learning Professional, 40(6), 41–50.
  37. Sugishita, J., & Dresser, R. (2019). Social-emotional learning (SEL) in a field course: Preservice teachers practice SEL-supportive instructional strategies. Journal of Inquiry and Action in Education, 10(1), 36–67.
  38. University of Texas Medical Branch. (n. d.). Reliability and validity. https://www.utmb.edu/pedi_ed/adapt/Los/Understanding%20Reliability%20and%20Validity%20Wimba/page_05.htm
  39. Willgerodt, M. A., Walsh, E., & Maloy, C. (2020). A scoping review of the whole school, whole community, whole child model. The Journal of School Nursing, 37(1), 61–68. https://doi.org/10.1177/1059840520974346