A Transcendental Phenomenological Study of Elementary and Middle School Math Teachers Experiences with Social and Emotional Learning and Math Achievement

The purpose of this transcendental phenomenological study was to understand the lived experience of elementary math and middle school teachers’ with social-emotional learning and math achievement for Midwestern and Western schools within urban and suburban areas. The theory guiding this study was based on Maslow’s (1943) theory of the hierarchy of needs, which was grounded in the belief that learning could not occur until basic and fundamental psychological needs were met for people. The central research question focused on the lived experiences of elementary and middle school math teachers with social-emotional learning increasing math achievement. The type of study was based on a transcendental phenomenology study using Moustaka’s approach for design and analysis. Moustakas’ approach emphasized a deep, reflective engagement with participants’ experiences, seeking to uncover the fundamental meanings and essences that underlie those experiences. The study took place in an urban and suburban setting, and data were collected using interviews, focus groups, and writing prompts. Data was analyzed by coding the collected data and creating themes based on emerging patterns. The two primary findings of this study revealed that educators feel that they have not received sufficient training and resources to effectively implement Social and Emotional Learning (SEL) programs in schools and that the success of the Social and Emotional Learning (SEL) program relied heavily on effective leadership within schools.