The impact of educators’ social emotional competence : a mixed methods explanatory sequential study.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Dillingham, Morgan, 1991- | |
| dc.creator.orcid | 0009-0002-2572-3603 | |
| dc.date.accessioned | 2024-07-30T12:43:44Z | |
| dc.date.available | 2024-07-30T12:43:44Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:43:44Z | |
| dc.description.abstract | In this explanatory sequential mixed methods study I aimed to understand elementary educators’ social emotional competence and stress levels in a large suburban school district in the Midwest. A recent study that Kotowski et al. (2022) conducted revealed that over 70% educators report high daily stress. In 2020 the COVID-19 global pandemic brought unprecedented challenges, especially to educators (Diliberti et al., 2021). The challenges that the pandemic brought increased the high levels of stress that educators were already experiencing. Diliberti et al. (2021) found that over half the educators that left the profession for reasons other than retiring left due to the increased stress brought on by the pandemic. Educators with higher levels of stress have lower levels of social emotional competence (SEC; Jennings et al., 2017; Richards, 2012). Increasing educator SEC is a key factor in reducing overall educator stress (Jennings & Greenberg, 2009; Lozano-Pena et al., 2021; Schonert-Reichl, 2017). The focus of the study is to understand educators’ social emotional competence and stress levels simultaneously and determine if being a novice or veteran teacher has a significant impact on those levels. This study included three phases, quantitative, and qualitative, and concluded with the integration of the mixed methods phase. In the quantitative phase data collection consisted of electronic administration of the Profile of Emotional Competence (Brausseur et al., 2013) and the Perceived Teachers’ Stress Scale (Serrano et al, 2008) to assess educators self-reported SEC and stress levels. The second phase, the qualitative phase, explained the quantitative results with participants’ narratives and explanations related to their SEC and stress levels. The final phase examined both sets of data and integrated findings for a joint analysis. This research found that veteran educators experience lower levels of stress and exhibit higher levels of SEC compared to novice educators. The participants reported that experience on the job resulted in more perspective as well as development of social emotional skills that helps manage their stress levels. Additionally, participants reported that peer support is one of the most important social emotional skills when it comes to managing stress on the job. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12872 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | The impact of educators’ social emotional competence : a mixed methods explanatory sequential study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |