Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students

Item

Media
CharlySturgeon_PP_2024.pdf
Title
Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students
Creator
Charly Sturgeon
Degree Name
professional_project
Master of Science in Education: Early Childhood Education
Project Type
professional_project
Date
6/14/2024
Abstract
This project examines the impact of situating Social Emotional Learning into the operational curriculum within the elementary school classroom. The context for this project is based in the rural community of the Morrow County School District and addresses the issues related to prioritizing academic standards over social and emotional learning competencies. The purpose of this study is to explore the positive effects of integrated SEL and academic curriculum on student academic performance, problem behaviors, and teachers’ feelings of demoralization. This project makes an effort to address the rising rate of teacher attrition through the implementation of an integrated curriculum that focuses on the education of the whole child.

Keywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design
Keywords
SEL, Demoralization, Integrated Curriculum Design
Committee Member
Josh Schulze
Rachel Harrington
Cindy Ryan
Rights
https://rightsstatements.org/page/InC/1.0/?language=en
Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
License
CC-BY-NC-ND (attribution, non-commercial, no derivatives)
Language
English
Type
Text; Image; StillImage