Abstract

This mixed-method study provided insight into culturally responsive pedagogy related to educators’ perceptions of their students’ social-emotional knowledge and skills (SEL), and their own competencies to deliver SEL instruction. The participants (n = 14) were teachers from a Midwestern school district in a diverse urban area of the United States. They were completing a master’s degree delivered in a hybrid format. Findings from focus groups, two surveys, and document analysis of participants’ capstone papers, examined using the State of Illinois Board of Education’s Social Emotional Learning Standards, indicated the majority of the teachers felt they understood SEL principles at a descriptive level. The teachers expressed a desire to develop greater knowledge of SEL philosophies and explore new paths to model SEL principles.