Campus Location
Dallas Campus (Online)
Date of Award
2-2025
ORCID
https://orcid.org/0009-0008-6980-6332
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Dr. Melinda Carver
Second Committee Member or Secondary Advisor
Dr. Timothy Jones
Third Committee Member or Committee Reader
Dr. Andrew Lumpe
Abstract
Research on the impact of social-emotional learning on the competencies of school leaders is limited, posing challenges for developing targeted professional development programs. This causal-comparative study aimed to examine K-12 principals' perceptions of their social-emotional competencies, highlighting the need for effective professional development to address the challenges faced in their roles. The study also explored potential differences in perceptions between elementary and secondary principals and between male and female leaders. The study utilized 45 CASEL SEL Leadership survey questions regarding the principals' perceptions of their own social and emotional competence. The 45-item instrument, Personal Assessment, and Reflection—SEL Competencies for School Leaders, aimed to assess five specific social and emotional competencies based on the conceptual framework established by the Collaborative for Academic, Social, and Emotional Learning. These five competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This research aims to provide insights that can inform future educational leadership training and enhance the overall effectiveness of school leaders in supporting their communities. Limitations include assumptions about principals' self-assessment honesty, the lack of knowledge regarding prior social-emotional learning professional development experiences, and the inability to compare the quality of such programs. Evidence presented in the study suggests a need for social-emotional development for leaders. The findings of this study provide promising insights for the field of social-emotional learning assessment. They underscore the importance of continued research into leadership studies and the advancement of professional development programs aimed at enhancing social-emotional competencies, particularly those aligned with the Collaborative for Academic, Social, and Emotional Learning framework.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
De Luna, Karla, "K-12 Leaders and Their Self-Perceptions of Social Emotional Learning Competence" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 856.
https://digitalcommons.acu.edu/etd/856