Implementing K-12 Online Social-Emotional Learning Programs: Implications of Practice for School Leaders

The purpose of the basic qualitative study was to explore the perceptions of K–12 online teachers to understand leadership support needed for teachers who are implementing Social-Emotional Learning (SEL) curricula. A basic qualitative study was used for the research design. Participants were recruited through LinkedIn, a professional social media site, and the target size of the sample size was 15 K–12 online teachers living in the United States. Fifteen participants completed an open-ended questionnaire. Five of the participants who completed the questionnaire also participated in the focus group. Fifteen participants could not be located using LinkedIn, so snowball sampling was employed. Snowball sampling allowed for the recruitment of research participants by asking the current participants to assist in identifying other potential subjects. An open-ended questionnaire was provided to participants who voluntarily participated in the study. A follow-up focus group was conducted with five members who participated in the questionnaire. Focus groups are used frequently and can be utilized to obtain data from a smaller group who is representative of the whole (Caillaud & Flick, 2017; Nyumba et al., 2018). Focus group participants contextualized the questionnaire responses by expounding on experiences and giving responses further depth. Findings of the research were shared with teachers, administrators, and other educational stakeholders.