ASSIGNMENT 2: LITERATURE REVIEW AND DATA COLLECTION PROTOCOL

Introduction
This paper will address the following question: What effects of the teachers’ perceptions of

social and emotional learning have on the positive learning environment?

By understanding the origin of mental health, theorists and examining relevant contemporary

research, it will help teachers promote the awareness of social and emotional learning in the

classroom. Teachers need to be fully aware of their perceptions in order to facilitate and help

student sustain their mental health development.

Part A) Literature Review

Mental health is an umbrella term for a wide spectrum of mental health states and illnesses.

During the 18th century, mental illness was perceived as ‘bad blood’ or character flaws, those

considered as ‘mentally retarded’ are identified as dangerous and were admitted and migrated

to psychiatric institutions for treatment, known as asylums (Bhugra, 1988; Happell, 2007).

This lead to the ‘civil right’ and ‘deinstitutionalisation’ movement around the 1960s and

1970s, sharing a belief that those considered as mentally ill should be cared for without

restricting their right of freedom (Happell, 2007). In Australia, the Australian National Mental

Health Policy recognised the impact of the negative attitudes towards mental health, pushing

for the Commonwealth Government to fund the National Community Awareness Program, in

response to reduce social discrimination and the negative perceptions (Jorm, Korten, Jacomb,

Christensen & Henderson, 1999). Although there has been a reduction of negative attitudes

towards the subject of mental health through research and policies, however, Mackenzie,

Erickson, Deane and Wright (2014) suggest that the public stigma towards those with mental

disorders are still seen as the ‘other’. Such negative attitudes towards mental health in the

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 1

past may have further implications on how the teachers understanding of mental health will

be addressed in the classroom environment.

Efron (1969) and Judd (1909), perception is the way in which individuals understand and

interpret sensory information from their environment and utilising that information, in order

to interact, respond and make meaning to the world around them. Many researchers

empathise the importance of teachers’ perception on mental health as their beliefs,

experiences and may influence their teaching practices within the classroom (Baca &

Cervantes, 1989; Cuban, 1984; Rokeach, 1968; Van-Petegem, Aelterman, Keer & Rosseel,

2007). Reinke, Stormont, Herman, Purl and Goel (2011) further addresses the insights into

teachers’ attitudes and perceptions of mental health will anticipate for potential

implementation of social-emotional, such as school-based activities, interventions and

curriculum. This research conducted an online survey of 292 participants to identify the

teachers understanding on the issue of mental health in their schools. The results show that

there is a need for additional training, pedagogies, strategies on behavioural and emotional

difficulties. The researchers discovered that the education program fails to equip teachers for

effective classroom management and behaviour supporting skills, this is also supported by

Buchanan, Gueldner, Tran and Merrell (2009) and Tiko (2012). This suggests that teachers

should have the influence in terms of addressing the issue of mental health in schools, as they

are the one interacting with students on the daily basis. Thus the need for more attention to

teachers’ development on implementing social-emotional learning programs should be

encouraged.

Researchers highlight the pressure schools and teachers encounter, addressing the needs of

the students and while being challenged with the implementation of the No Child Left Behind

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 2

Act towards academic achievements (Buchanan, Gueldner, Tran & Merrell, 2009; Ransford,

2009). The two research mentioned that the educational process does not consider the social

changes and expectations placed on the students, which can have negative implications on the

students’ well-being. This is followed by Roeser, Skinner, Beers and Jennings (2012)

argument that the teacher education and the professional development programs do not

sufficiently prepare teachers for the emotional practices for students, in terms of reduction of

stress, health, emotion regulation and developing prosocial behaviours. This research uses the

Mindfulness Training (MT) model as only a start to foster teachers’ habits of mind to manage

their emotions and their direct effect on the classroom. Buss and Hughes (2007) stated in

their research that often training consist of only a singular program with no ongoing support

workshops. The article indicates that teachers who lack appropriate training will have little

knowledge and competencies in delivering social and emotional learning.

As a strategy for improving well-being within the classroom, the integration of social and

emotional learning within the classrooms have successful implications. According to Gruman

(1961), William Sweetser coined the term “mental hygiene” (p. 227), pioneering the

contemporary approach to promoting positive mental health. Followed by Bandura’s (1977)

social learning theory and Vygotsky’s (1978) social constructivist theories, both emphasise

the importance of teachers’ influence and social environment on reinforcing the student’s

development. Both theorist research provides relevance for examining social-emotional skills

for students’ learning and development through addressing the need for teaching practices

and effective strategies to reduce future mental health problems. In addition, Greenberg,

Domitrovich and Bum-barger (2001) epidemiological studies estimate that approximately 7.5

million children and adolescent suffer from some form of mental disorders such as, social,

emotional and mental health. The background research by Payton et al (2000) on social-

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 3

emotional learning (SEL) states that the framework was introduced in 1994 by the Fetzer

Institute and CASEL. The research indicated that SEL positively establishes the students’

development of prosocial behaviours, problem-solving skills, interpersonal skills and

managing emotions and motivation. It addresses the qualities and competencies of the SEL

framework based on demonstrated research and relevant learning theories, for instance, the

“emotional intelligence” (Payton et al, 2000, p. 181). Emotional intelligence is having the

ability to express and monitor one’s own and others emotions to guide and influence

behaviour (Goleman, 1995; Mayer, & Salovey, 1997; Salovery & Mayer, 1990). Thus,

Elbertson, Brackett and Weissberg (2010) article demonstrate the benefits of integrating SEL

into the classroom will enable the student’s motivation, critical thinking and prosocial

behaviours. This article mentions that social aspects of a supportive, positive and engaging

will facilities the students’ academic performance, prosocial relationships and personal

growth.

Moreover, Collie, Shapka and Perry (2011) examined whether SEL programs impact teachers

directly, especially their commitment level. This research conducted an online questionnaire

of 664 public school teachers, highlighting the emerging research for SEL on establishing

positive outcomes for students, and consistent support in implementing SEL will improve the

teachers’ commitment to their profession. Interestingly, the research results mentioned that is

an absence of research on SEL for teacher outcomes, suggesting that the impact of SEL

should be considered toward teachers too, and not only students. Jennings and Greenberg

(2009) article support the notion of teachers’ well-being by reviewing current research on

how teachers go through a “burnout cascade” (p. 492), when is there no additional supports

and programs in helping teachers improves their social and emotional well-being. The article

suggests that teachers’ well-being and efficacy will reflect their teaching practices on how

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 4

they implement social and emotional learning within the classroom. This is further reinforced

in Bejiaard, Verloop and Vermunt (2000) research towards the importance of the teachers’

self-concept through drawing on the earlier literature of Erikson concept of identity. The

research addresses the need for teachers to constantly evaluate their professional identity and

further develop their self-image in order to assess their attitudes and behaviours that are

directly manifested within the classroom.

References

Baca, L. & Cervantes, H. T. (1989). The bilingual special education interface. Columbus,

OH: Merrill.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bhugra, D. (1989). Attitudes towards mental illness. Acta Psychiatrica Scandinavica, 80(1),

1-12.

Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K.W. (2009). Social and emotional

learning in classrooms: A survey of teachers’ knowledge, perceptions, and practices.

Journal of Applied School Psychology, 25, 1 – 17.

Buss, M. T., & Hughes, J. N. (2007). Teachers’ attitudes toward emotions predict

implementation of and satisfaction with a social-emotional curriculum. Paper

presented at the Society for Prevention Research, Washington, DC.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 5

 impact of school climate and social–emotional learning. Psychology in the

Schools, 48(10), 1034-1048.

Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms:

1890-1980. New York: Longman.

Efron, R. (1969). What is perception?. In Proceedings of the Boston Colloquium for the

Philosophy of Science 1966/1968(pp. 137-173). Springer, Dordrecht.

Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2010). School-based social and

emotional learning (SEL) programming: Current perspectives. In Second

international handbook of educational change (pp. 1017-1032). Springer, Dordrecht.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al.

(1997). Promoting social and emotional learning: Guidelines for educators.

Alexandria, VA: Association for Supervision and Curriculum Development.

Goleman, D. (1995). Emotional intelligence. New York: Bantam-Dell.

Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental

disorders in school-aged children: Current state of the field. Prevention &

treatment, 4(1), 1-6.

Gruman, G. J. (1961). The rise and fall of prolongevity hygiene 1558-1873. Bulletin of the

History of Medicine, 35(3), 221-229.

Happell B (2007) Appreciating the importance of history: A brief historical overview of

mental health, mental health nursing and education in Australia, The International

Journal of Psychiatric Nursing Research 12 (2), 1439-1445.

Jorm, A. F., Korten, A. E., Jacomb, P. A., Christensen, H., & Henderson, S. (1999). Attitudes

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 6

 towards people with a mental disorder: a survey of the Australian public and health

professionals. Australian and New Zealand Journal of Psychiatry, 33(1), 77-83.

Judd, C. (1909). What is Perception? The Journal of Philosophy, Psychology and Scientific

Methods, 6(2), 36-44.

Mackenzie, C. S., Erickson, J., Deane, F. P. & Wright, M. (2014). Changes in attitudes toward

seeking mental health services: A 40-year cross-temporal meta-analysis. Clinical

Psychology Review, 34 (2), 99-106.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.

Sluyter (Eds.), Emotional development and emotional intelligence: Educational

implications (pp. 3–31). New York: Basic Books.

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., &

Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting

mental health and reducing risk behavior in children and youth. Journal of school

health, 70(5), 179-185.

Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting

children's mental health in schools: Teacher perceptions of needs, roles, and

barriers. School Psychology Quarterly, 26(1), 1-13.

Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and

teachers' professional development: An emerging area of research and practice. Child

Development Perspectives, 6(2), 167-173.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and

personality, 9(3), 185-211.

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Tiko, A. (2012). The teacher as the main factor influencing the welfare of a child at school:

perspectives from Estonian families. Childhood Education, 88(6), 367-373.

Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student

characteristics and interpersonal teacher behaviour in the classroom on student’s

wellbeing. Social Indicators Research, 85(2), 279-291.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

Part B) Data Collection Protocol

Dear Potential Participant:

I am working on a project titled on Teachers’ Perceptions of Well-being for the class, ‘Researching
Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am collecting
information to help inform the design of a teacher research proposal.

The purpose of this research to is gather the teachers’ perceptions of well-being by assessing their
understanding through their responses. In hopes to understand the effect on how the perceived
perceptions of well-being may influence the learning environments of students. In order to achieve
this, a semi-structured one-on-one qualitative interview will be conducted in answering the pre-set
questions.
By signing this form, I acknowledge that:
 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to giving my responses being audio recorded and gathered as data for further
analysis.
I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching
Teaching and Learning 2’ unit, and that all personal details will be de-identified from the data.

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 8

  I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

Functional Assessment Interview Form

Interviewer(s): _______________________________ Date(s): ______________________

Number of years teaching: ______________________________ Age: _________________

1. In your opinion, define well-being?

2. Have you done any developmental programs for social and emotional learning before?

3. What does students’ well-being look like to you?

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4. What does well-being look like in a classroom to you?

5. What do you think the future holds for teaching social and emotional learning (SEL) to
students in school?

6. What is your opinion on teachers’ well-being?

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7. What are your thoughts on implementing teachers’ well-being?

8. What are the limitations in terms of implementing social and emotional learning in the
classroom? For schools and teachers?

Part C) Data collection protocol explanation

The protocol for this research is conducting a qualitative semi-structured interview through

the normal social interaction of one-on-one setting. There will be eight initial open-ended

questions to be asked across all six participants, along with further clarification questions to

ascertain additional information and on possibly confused statements. Ethical considerations

will be followed as written consent forms will be provided to the potential participants prior

to the interview. Additional clarification towards gathering the participant’s response will be

explained, informing the participants that their response will be audio recorded. The

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researcher will take handwritten comments of the participants’ responses, and it is crucial that

entire procedure will be audio recorded to captured further perspectives and reflections for

analysis (Patton cited in Kervin, Vialle, Howard, Herrington & Okely, 2016). Participants

name will not be stated in the analysis due to ethical standards and will be referred as

participants A, B, C and so forth.

The use of a semi-structured interview will enable the participants to talk freely about their

point of view and concerns, which will produce rich data on the subject (Kervin, Vialle,

Howard, Herrington & Okely, 2016). The data collected will be a primary source which adds

creditably and validity towards this issue (Golafshani, 2003). The participants’ response will

reveal elicit detailed information in understanding their perceptions. The researcher will have

control over the pre-set and additional questions on the subject, this will allow the researcher

to obtain the direct and relevant information (Gall, Gall & Borg 2015).

In relation to the literature review, there was limited information on certain aspects regarding

the issue as a whole, which prompts and facilitate the direction of this research. For instance,

the recurring theme that was not considered sufficiently in the literature review, teacher’ well-

being should also be considered when implementing SEL. Another concern from literature

review is that majority of the research was conducted in other countries, indicating that there

was little research reflecting the Australian classroom. In addition, the research covered in the

literature review was conducted mainly on preschools and primary schools, further

consideration towards adolescents in the high schools setting are needed.

Understanding the teachers’ perceptions of well-being will inform the way in which positive

environment is created. This sub-topic frames the initial issue of the nature of creating a

102097 RTL2 Assessment One: Research 18075872 – Tran Tuong Vi Nguyen 12

positive learning environment. the other sub-topics will look at the school environment and

the direction of the schools in terms of promoting a positive learning environment to improve

students’ well-being. This research will in hopes gain further understanding of the school

culture from students’ and teachers’ perspectives.

References

Gall, M.D., Gall, J.P., & Borg, W.R. (2015). Applying educational research. How to read, do

and use research to solve problems of practice (7th edition). Hoboken, New Jersey:

Pearson Education Inc.

Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The

qualitative report, 8(4), 597-606.

Kervin, L., Vialle, W., Howard, S., Herrington, J. & Okely, T. (2015). Research for Educators

(2nd ed.). South Melbourne. Cengage Learning Australia.

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