Date Approved
8-25-2025
Embargo Period
8-25-2026
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Cecile Sam, Ph.D.
Committee Member 1
Carmelo Callueng, Ph.D.
Committee Member 2
Kara Ieva, Ph.D.
Keywords
Principal;School climate;School culture;Social and emotional learning
Disciplines
Education | Educational Leadership
Abstract
The purpose of this qualitative, intrinsic case study is to explore how PK-12 principals in New Jersey perceive their approaches to leadership through their own social and emotional learning (SEL). With growing demands placed on school leaders, the study examines how principals integrate the five SEL competencies (self-awareness, self- management, social awareness, relationship skills, and responsible decision-making) into their leadership practices to positively impact school climate and culture. Through semi- structured interviews and document analysis, ten principals revealed that SEL is not only essential for student and staff well-being but also central to their own leadership development. Findings indicate that principals value empathy, communication, shared vision, and modeling as tools to promote supportive learning environments. Principals expressed the importance of self-reflection and restorative approaches in navigating the complexities of the role. This study contributes to the growing conversation on the role of SEL in school leadership and offers recommendations for practice, policy, and future research.
Recommended Citation
Papa, Michelle, "Cultivating Climate and Culture: New Jersey Principals' Use of SEL in PK-12 Schools" (2025). Theses and Dissertations. 3446.
https://rdw.rowan.edu/etd/3446
