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035 a| (OCoLC)1449649289;

043 a| n-us-nc;

090 a| LB2840;

049 a| EREE;

100 1 a| Baggett, Cheryl A.,e| author.?| UNAUTHORIZED;

245 10 a| It's almost like I have a trauma response when I walk in this building :b| the impact of the implementation of a social-emotional and wellness framework on the well-being of teachers /c| by Cheryl A. Baggett.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (248 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.05 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Travis Lewis;

500 a| Title from PDF t.p. (viewed April 24, 2025).;

520 3 a| Student well-being is connected to teacher well-being. Prioritizing teacher wellness is not only beneficial for teachers, but has far-reaching implications for the quality of education, student outcomes, and the overall health of our education system. Addressing teacher well-being as a systems-level problem may result in identification of scalable practices for educators to equitably address their social-emotional and mental health needs. This inquiry centered on the implementation of a Social-Emotional Learning (SEL) and wellness framework and an examination of its impact on educator well-being within an Eastern North Carolina school district. Three schools (elementary, middle, and high) were identified to serve as pilot locations. Across this district, there were varying initiatives to support the social-emotional and mental health needs of staff in some schools. However, there was not a collective district focus with an established framework to consistently provide these supports. An explanatory sequential mixed-methods design was incorporated. Quantitative data was collected through the use of a survey instrument. Focus groups and individual interviews were employed for qualitative data to further explain the results of the quantitative data. Purposeful sampling was utilized for the selection of inquiry participants to ensure the staff engaging in the focus groups and interviews were classroom teachers. Inquiry participants identified potential practices that may alleviate some workplace obstacles, while positively impacting their job satisfaction and overall well-being. Inquiry participants confirmed that having access to wellness resources and support is important for addressing stress and emotional well-being among educators. While each intervention was well-received, the collective response emphasized the importance of school teams having the autonomy to make decisions regarding the selection of wellness interventions tailored to the specific needs of their staff and school cultures, and the timing of when these interventions would be implemented. Participants identified as significant to their well-being the following conditions: being a part of a supportive and cohesive school community; the necessity of providing educators with a deeper understanding of the factors that impact the social-emotional and mental health of students and the connection to being an effective classroom educator; and the impact of positive school leadership practices.;

504 a| Includes bibliographical references.;

650 0 a| Teachersx| Mental healthz| North Carolina.=| ^A54469;

650 0 a| Teacher effectivenessz| North Carolina.=| ^A379700;

650 0 a| Teachersx| Job stressz| North Carolina.=| ^A137386;

653 a| teacher well-being;

700 1 a| Lewis, Travis,d| 1977-e| degree supervisor.=| ^A1490305;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13397;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462618;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462618-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462618-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

It's almost like I have a trauma response when I walk in this building : the impact of the implementation of a social-emotional and wellness framework on the well-being of teachers / by Cheryl A. Baggett.

Author/creator	Baggett, Cheryl A. author.
Other author	Lewis, Travis, 1977- degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (248 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Teachers--Mental health. --North Carolina. Teacher effectiveness--North Carolina. Teachers--Job stress. --North Carolina.

Summary	Student well-being is connected to teacher well-being. Prioritizing teacher wellness is not only beneficial for teachers, but has far-reaching implications for the quality of education, student outcomes, and the overall health of our education system. Addressing teacher well-being as a systems-level problem may result in identification of scalable practices for educators to equitably address their social-emotional and mental health needs. This inquiry centered on the implementation of a Social-Emotional Learning (SEL) and wellness framework and an examination of its impact on educator well-being within an Eastern North Carolina school district. Three schools (elementary, middle, and high) were identified to serve as pilot locations. Across this district, there were varying initiatives to support the social-emotional and mental health needs of staff in some schools. However, there was not a collective district focus with an established framework to consistently provide these supports. An explanatory sequential mixed-methods design was incorporated. Quantitative data was collected through the use of a survey instrument. Focus groups and individual interviews were employed for qualitative data to further explain the results of the quantitative data. Purposeful sampling was utilized for the selection of inquiry participants to ensure the staff engaging in the focus groups and interviews were classroom teachers. Inquiry participants identified potential practices that may alleviate some workplace obstacles, while positively impacting their job satisfaction and overall well-being. Inquiry participants confirmed that having access to wellness resources and support is important for addressing stress and emotional well-being among educators. While each intervention was well-received, the collective response emphasized the importance of school teams having the autonomy to make decisions regarding the selection of wellness interventions tailored to the specific needs of their staff and school cultures, and the timing of when these interventions would be implemented. Participants identified as significant to their well-being the following conditions: being a part of a supportive and cohesive school community; the necessity of providing educators with a deeper understanding of the factors that impact the social-emotional and mental health of students and the connection to being an effective classroom educator; and the impact of positive school leadership practices.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Travis Lewis
General note	Title from PDF t.p. (viewed April 24, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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It's almost like I have a trauma response when I walk in this building : the impact of the implementation of a social-emotional and wellness framework on the well-being of teachers / by Cheryl A. Baggett.

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