Date of Award

5-2025

Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Department

Education

Comments

Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Sacred Heart University

Committee Chair

Kathleen Wallace, Ed.D.

2nd Reader

David Title, Ed.D.

3rd Reader

Maureen Ruby, DMD, Ph.D.

Abstract

This Improvement Science Dissertation in Practice examines the impact of a 10-week social-emotional learning (SEL) intervention on school climate at Newberry Catholic Academy, an urban Catholic school with high teacher turnover. The intervention, combining a book study, daily gratitude journaling, and common planning time, aimed to improve collaboration, collegiality, and belongingness among faculty. Using a convergent mixed-methods design, the study assessed changes in teacher perceptions and the effectiveness of each component. Quantitative analysis via the Wilcoxon Signed-Rank Test revealed significant declines in Professional Learning (p=.01), Feedback and Coaching (p=.03), and School Leadership (p=.01), highlighting a need for further inquiry. Qualitative data from weekly reflections and focus groups showed shifts from initial concerns to increased connection and respect, with common planning time identified as most beneficial for building community. Challenges included discomfort with vulnerability and time constraints, though gradual trust development was observed. Findings emphasize the complexity of SEL initiatives in high-stress environments and suggest adaptations for sustainable outcomes. Implications for future practice in similar settings and recommendations for enhancing SEL to support teacher well-being and retention are discussed.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.


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