Date of Award

10-28-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Elementary Mathematics;Ontario Mathematics Curriculum;Social and Emotional Learning;Teachers’ Experiences;Teachers’ Perceptions

Supervisor

Priscila Corrêa

Abstract

This study investigates the integration of Social-Emotional Learning (SEL) into the Ontario Elementary Mathematics Curriculum, utilizing the CASEL framework (CASEL, n.d) to analyze teachers' experiences. The CASEL framework offers a holistic perspective to fostering the social and emotional development of individuals, employing a model with five core competencies: social awareness, self-awareness, self-management, responsible decision-making, and relationship skills. Using a qualitative research methodology with surveys and interviews as data instruments and employing Creswell and Guetterman’s (2018) approach to data analysis, the research explores teachers’ perceptions and classroom practices in implementing SEL, as well as the successes and challenges educators face during this process. It also examines how various forms of support and resources impact the effectiveness of SEL integration. Findings reveal that while some teachers experience strong administrative support, others face challenges with inadequate professional development (PD) and limited SEL-specific resources. Comprehensive PD, tailored SEL curriculum, and collaboration opportunities are crucial elements for enhancing SEL practices. Administrative support plays a key role in fostering a school-wide commitment to SEL. Future research directions include evaluating different PD models, exploring SEL integration across various subjects and contexts, investigating long-term effects on student outcomes, and addressing resistance to SEL among students.

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