This qualitative case study examines the perceptions of elementary charter school principals and teachers and the supports that exist for implementation of social and emotional learning programs. The experiences and perspectives of the participants in this research study will be significant to understanding the perceptions of what principals do to support social and emotional program implementation within a school.
The research questions in this research study are as follows:
1. According to the perceptions of elementary charter school principals, what do they do to support social and emotional learning program implementation in the school and in the classroom?
2. According to the perceptions of teachers, what do the elementary charter school principals do to support social and emotional learning program implementation in the school and in the classroom?
3. How do the perceptions differ between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
4. What perceptions are the same between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
5. What are the implications for educational leadership?
This research study focuses on three elementary charter schools in Chicago, Illinois that achieved 75% or higher in the meets or exceeds standards on the ISAT test in 2009-2010 and had improved 5 or more percentage points from 2008-2009 ISAT data scores. The schools also implement a social and emotional learning program.
All participants were asked to complete a questionnaire with 15 questions using a likert scale to provide answers, 3 open-ended questions, and participants were asked to provide supporting documents in order to elicit information regarding perceived supports that exist within their school.
","abstract_html":"<p>This qualitative case study examines the perceptions of elementary charter school principals and teachers and the supports that exist for implementation of social and emotional learning programs. The experiences and perspectives of the participants in this research study will be significant to understanding the perceptions of what principals do to support social and emotional program implementation within a school.</p><p>The research questions in this research study are as follows:</p><p>1. According to the perceptions of elementary charter school principals, what do they do to support social and emotional learning program implementation in the school and in the classroom?</p><p>2. According to the perceptions of teachers, what do the elementary charter school principals do to support social and emotional learning program implementation in the school and in the classroom?</p><p>3. How do the perceptions differ between elementary charter school principals and teachers regarding social and emotional learning program implementation support?</p><p>4. What perceptions are the same between elementary charter school principals and teachers regarding social and emotional learning program implementation support?</p><p>5. What are the implications for educational leadership?</p><p>This research study focuses on three elementary charter schools in Chicago, Illinois that achieved 75% or higher in the meets or exceeds standards on the ISAT test in 2009-2010 and had improved 5 or more percentage points from 2008-2009 ISAT data scores. The schools also implement a social and emotional learning program.</p><p>All participants were asked to complete a questionnaire with 15 questions using a likert scale to provide answers, 3 open-ended questions, and participants were asked to provide supporting documents in order to elicit information regarding perceived supports that exist within their school.</p>","abstract_has_math":false,"creators":["Brooks, Angela N."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Theology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:23Z","subjects":["charter schools","program","social emotional learning","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/333","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Brooks, Angela N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:10:24Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Theology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["charter schools","program","social emotional learning","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/333"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study examines the perceptions of elementary charter school principals and teachers and the supports that exist for implementation of social and emotional learning programs. The experiences and perspectives of the participants in this research study will be significant to understanding the perceptions of what principals do to support social and emotional program implementation within a school.
The research questions in this research study are as follows:
1. According to the perceptions of elementary charter school principals, what do they do to support social and emotional learning program implementation in the school and in the classroom?
2. According to the perceptions of teachers, what do the elementary charter school principals do to support social and emotional learning program implementation in the school and in the classroom?
3. How do the perceptions differ between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
4. What perceptions are the same between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
5. What are the implications for educational leadership?
This research study focuses on three elementary charter schools in Chicago, Illinois that achieved 75% or higher in the meets or exceeds standards on the ISAT test in 2009-2010 and had improved 5 or more percentage points from 2008-2009 ISAT data scores. The schools also implement a social and emotional learning program.
All participants were asked to complete a questionnaire with 15 questions using a likert scale to provide answers, 3 open-ended questions, and participants were asked to provide supporting documents in order to elicit information regarding perceived supports that exist within their school.
"]},{"key":"dc:title","label":"Title","values":["Examining Support That Exists for Social and Emotional Program Implementation in Elementary Charter Schools"]}]}],"canonical_facts":{"dc:creator":["Brooks, Angela N."],"dc:date.available":["2016-03-31T17:10:24Z"],"dc:description.abstract":["This qualitative case study examines the perceptions of elementary charter school principals and teachers and the supports that exist for implementation of social and emotional learning programs. The experiences and perspectives of the participants in this research study will be significant to understanding the perceptions of what principals do to support social and emotional program implementation within a school.
The research questions in this research study are as follows:
1. According to the perceptions of elementary charter school principals, what do they do to support social and emotional learning program implementation in the school and in the classroom?
2. According to the perceptions of teachers, what do the elementary charter school principals do to support social and emotional learning program implementation in the school and in the classroom?
3. How do the perceptions differ between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
4. What perceptions are the same between elementary charter school principals and teachers regarding social and emotional learning program implementation support?
5. What are the implications for educational leadership?
This research study focuses on three elementary charter schools in Chicago, Illinois that achieved 75% or higher in the meets or exceeds standards on the ISAT test in 2009-2010 and had improved 5 or more percentage points from 2008-2009 ISAT data scores. The schools also implement a social and emotional learning program.
All participants were asked to complete a questionnaire with 15 questions using a likert scale to provide answers, 3 open-ended questions, and participants were asked to provide supporting documents in order to elicit information regarding perceived supports that exist within their school.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/333"],"dc:subject":["charter schools","program","social emotional learning","Educational Administration and Supervision"],"dc:title":["Examining Support That Exists for Social and Emotional Program Implementation in Elementary Charter Schools"],"thesis:degree_discipline":["Theology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:55:23Z"}