The purpose of this study was to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and emotional learning (SEL) and new teacher mentor (NTM) programs. Because teachers are primarily responsible for absorbing new information and implementing educational programs directly to students, their attitudes may influence how the program is perceived, the program’s delivery, and may also impact the program’s outcomes. Support for novice teachers is often regarded as necessary and warranted in many schools, and researchers unfailingly reveal findings that demonstrate the effectiveness of SEL; specifically in traditional school settings (Slaten, Irby, Tate, & Rivera, 2015). Due to the success of the programs, many Title I schools and districts have adopted both SEL and NTM programs, and incorporated them into their educational organizations to improve teaching and learning. Aiming to explore the effects of teachers’ attitudes toward the implementation of the aforementioned programs, a multiple case study approach was employed using semi-structured interviews and focus groups to gain an understanding of the perceptions of educators in elementary and middle Title I urban schools in the Southeastern region of the United States. Five elementary teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of social and emotional learning; while four middle school teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of a new teacher mentor program. All nine participants have been asked “open-ended questions minimizing categorical and yes-no questions” (Stake, 2010, p. 90), and have been observed in order for the researchers to directly see data relating to the story told during their interview. The four middle school teachers also participated in focus groups. The rest of the document is divided into five chapters. In each chapter, the components of case study one (SEL) will be described. A cross-case analysis of both case studies will be included in chapter 5 in order to address the common tension that has been identified in both cases.
","abstract_html":"<p>The purpose of this study was to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and emotional learning (SEL) and new teacher mentor (NTM) programs. Because teachers are primarily responsible for absorbing new information and implementing educational programs directly to students, their attitudes may influence how the program is perceived, the program’s delivery, and may also impact the program’s outcomes. Support for novice teachers is often regarded as necessary and warranted in many schools, and researchers unfailingly reveal findings that demonstrate the effectiveness of SEL; specifically in traditional school settings (Slaten, Irby, Tate, & Rivera, 2015). Due to the success of the programs, many Title I schools and districts have adopted both SEL and NTM programs, and incorporated them into their educational organizations to improve teaching and learning. Aiming to explore the effects of teachers’ attitudes toward the implementation of the aforementioned programs, a multiple case study approach was employed using semi-structured interviews and focus groups to gain an understanding of the perceptions of educators in elementary and middle Title I urban schools in the Southeastern region of the United States. Five elementary teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of social and emotional learning; while four middle school teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of a new teacher mentor program. All nine participants have been asked “open-ended questions minimizing categorical and yes-no questions” (Stake, 2010, p. 90), and have been observed in order for the researchers to directly see data relating to the story told during their interview. The four middle school teachers also participated in focus groups. The rest of the document is divided into five chapters. In each chapter, the components of case study one (SEL) will be described. A cross-case analysis of both case studies will be included in chapter 5 in order to address the common tension that has been identified in both cases.</p>","abstract_has_math":false,"creators":["Holmes, Tiana"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Kimberly Gray","Dr. Susan Stockdale"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-10-24T07:00:00Z","date_published":"2017-10-24T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["social and emotional learning","educational innovations","urban","title I","teachers' attitudes","multiple case study","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Kimberly Gray","Dr. Susan Stockdale"]},{"key":"dc:creator","label":"Author","values":["Holmes, Tiana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-11-30T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social and emotional learning","educational innovations","urban","title I","teachers' attitudes","multiple case study","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and emotional learning (SEL) and new teacher mentor (NTM) programs. Because teachers are primarily responsible for absorbing new information and implementing educational programs directly to students, their attitudes may influence how the program is perceived, the program’s delivery, and may also impact the program’s outcomes. Support for novice teachers is often regarded as necessary and warranted in many schools, and researchers unfailingly reveal findings that demonstrate the effectiveness of SEL; specifically in traditional school settings (Slaten, Irby, Tate, & Rivera, 2015). Due to the success of the programs, many Title I schools and districts have adopted both SEL and NTM programs, and incorporated them into their educational organizations to improve teaching and learning. Aiming to explore the effects of teachers’ attitudes toward the implementation of the aforementioned programs, a multiple case study approach was employed using semi-structured interviews and focus groups to gain an understanding of the perceptions of educators in elementary and middle Title I urban schools in the Southeastern region of the United States. Five elementary teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of social and emotional learning; while four middle school teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of a new teacher mentor program. All nine participants have been asked “open-ended questions minimizing categorical and yes-no questions” (Stake, 2010, p. 90), and have been observed in order for the researchers to directly see data relating to the story told during their interview. The four middle school teachers also participated in focus groups. The rest of the document is divided into five chapters. In each chapter, the components of case study one (SEL) will be described. A cross-case analysis of both case studies will be included in chapter 5 in order to address the common tension that has been identified in both cases.
"]},{"key":"dc:title","label":"Title","values":["Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning"]}]}],"canonical_facts":{"dc:contributor":["Dr. Kimberly Gray","Dr. Susan Stockdale"],"dc:creator":["Holmes, Tiana"],"dc:date.available":["2017-11-30T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social and emotional learning (SEL) and new teacher mentor (NTM) programs. Because teachers are primarily responsible for absorbing new information and implementing educational programs directly to students, their attitudes may influence how the program is perceived, the program’s delivery, and may also impact the program’s outcomes. Support for novice teachers is often regarded as necessary and warranted in many schools, and researchers unfailingly reveal findings that demonstrate the effectiveness of SEL; specifically in traditional school settings (Slaten, Irby, Tate, & Rivera, 2015). Due to the success of the programs, many Title I schools and districts have adopted both SEL and NTM programs, and incorporated them into their educational organizations to improve teaching and learning. Aiming to explore the effects of teachers’ attitudes toward the implementation of the aforementioned programs, a multiple case study approach was employed using semi-structured interviews and focus groups to gain an understanding of the perceptions of educators in elementary and middle Title I urban schools in the Southeastern region of the United States. Five elementary teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of social and emotional learning; while four middle school teachers have participated in an intrinsic case study addressing their perceptions and attitudes toward the implementation of a new teacher mentor program. All nine participants have been asked “open-ended questions minimizing categorical and yes-no questions” (Stake, 2010, p. 90), and have been observed in order for the researchers to directly see data relating to the story told during their interview. The four middle school teachers also participated in focus groups. The rest of the document is divided into five chapters. In each chapter, the components of case study one (SEL) will be described. A cross-case analysis of both case studies will be included in chapter 5 in order to address the common tension that has been identified in both cases.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/19"],"dc:subject":["social and emotional learning","educational innovations","urban","title I","teachers' attitudes","multiple case study","Educational Leadership"],"dc:title":["Perceptions in a Changing World: Teachers' Attitudes Towards the Implementation of Educational Innovations with a Focus on Social and Emotional Learning"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:17Z"}