Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 7-13-2024

Abstract

The COVID-19 pandemic expanded education beyond traditional academics, highlighting the importance of social-emotional learning (SEL) and character education (CE) for positive youth outcomes. This study examined the role of educational leadership in implementing SEL and CE in schools through a term coined Intersectional-EQ. This study centered on a cutting-edge approach using grey literature, specifically doctoral dissertations, to capture current trends in unprecedented times. A systematic review through Covidence, guided by PRISMA and PICO frameworks, was conducted. Findings highlight the impact of leadership on SEL and CE through an intersectional lens. Future work is aimed to support holistic student growth by developing Intersectional-EQ in adult education. This research paved the way for more inclusive and effective educational practices, addressing the diverse needs of students in a post-pandemic world.

Keywords

Educational Leadership, Character Education, Social-Emotional Learning, Intersectionality, and Systematic Review

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia Walker

Second Committee Member

Allison Borden

Third Committee Member

Gil Noam

Fourth Committee Member

Amy McConnell Franklin

Comments

This research is more than an academic pursuit; it is a testament to the intersectional lens that weaves through every individual. It champions the necessity of nurturing young minds beyond singular characteristics, promoting a holistic view that fosters empathy, respect, integrity, honesty, self-discipline, and citizenship. My purpose is clear– to help usher in a new era where equity in education is not an aspiration but an unshakeable reality.

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