Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Kirmanji Gundi

Abstract

Fostering social-emotional intelligence (SEI), which affects relationships with peers, emotional regulation, and long-term academic success, requires early childhood development. One popular SEI program that supports social-emotional development in diverse Pre-K classes is the Second Step curriculum. However, little study has been done on the relationship between students' social-emotional development and teachers' use of Second Step, especially in culturally diverse settings. This study employed a correlational research design with a mixed methods approach to examine the relationship between teachers’ perceptions of the Second Step curriculum and its impact on Pre-K students’ social-emotional development and behavior. It also investigated the potential effects of teacher characteristics, including race, years of experience, and familiarity with social-emotional learning on teacher implementation and student outcomes. Focus groups, teacher interviews, and records of Second Step-related teaching time were all used to gather data. While GOLD SEL data offered contextual insights about student growth, thematic analysis was employed to find similarities in teacher perceptions. By emphasizing the elements that influence successful implementation in Pre-K settings, the study's findings added to the body of research on culturally relevant SEI programs. The findings informed policy decisions, professional development activities, and curriculum improvement targeted at providing all early learners with equitable, effective social-emotional learning opportunities.

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