Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
Debra Smith
Committee Members
Audrey Bowser
Abstract
The problem addressed in this study is that the effects of Social Emotional Learning (SEL) competencies on academic achievement for virtual learners in a Grades 5-8 classroom are not well known. The purpose of this qualitative narrative study was to explore teachers’ perceptions of how the practice of SEL competencies by students influence their academic success in a virtual Grades 5-8 classroom. This qualitative narrative inquiry was based around Social Emotional Learning (SEL), a conceptual framework identified by CASEL as including five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The target audience was educational stakeholders who are in positions to make decisions regarding student learning. Eight interview questions were developed to answer three overarching questions: What are teachers' perceptions of how the practice of SEL competencies by students influence their academic success in a virtual Grades 5-8 classroom? As perceived by teachers, what does the practice of SEL competencies look like in a virtual classroom? What are teachers’ perception of which of the five SEL competencies are most significant to academic success for a virtual learner? Six participants who signed informed consents were selected to participate in a semi-structured interview process through Zoom videoconferencing. Participants received copies of the video transcripts to ensure validity of the data. Saldana’s four-step data analysis was used to identify codes, create and review categories, and synthesize data into final themes. Three themes emerged from inductive coding, including Personal Traits of Successful Individuals, Engaged and Intentional Learners and Internalized Responsibility and Growth. Parallel codes with CASEL’s Social Emotional Learning framework suggest that virtual students would benefit from SEL competencies. Recommendations include implementing policies, professional development, and curriculum for mastering SEL competencies. Recommendations for further research could potentially include a quantitative study comparing students who have had SEL instruction with students who have not had SEL instruction. Also, similar qualitative narrative inquiries at K-4 or 9-12 would help tell a more complete story.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Spence, Melanie Cheyanne, "Exploring Teachers' Perceptions of the Influence of Social Emotional Competencies on Virtual Students' Academic Success" (2026). Student Theses and Dissertations. 1159.
https://arch.astate.edu/all-etd/1159
