Dissertation
From leadership to classroom practice: school leaders’ influence on social skill instruction for secondary students with behavioral disorders
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2026
DOI: 10.25820/etd.008403
Abstract
Social-emotional learning (SEL) has gained significant attention in recent years as an essential framework for fostering academic and personal success among students. SEL provides students with the knowledge, mindsets, and abilities required to manage their emotions, establish and work toward positive goals, show empathy, develop strong and supportive relationships, and make informed and responsible choices. For students with behavioral disorders (BD), the integration of SEL within classroom instruction is helpful, as these students often face challenges in emotional regulation, peer relationships, and social competence. Secondary teachers are uniquely positioned to support social skill development, yet systemic barriers such as limited training, competing academic priorities, and insufficient leadership support often hinder the consistent implementation of SEL strategies. School leaders play equally essential roles in creating conditions that enable teachers to integrate SEL into instruction, providing the professional development, resources, and collaborative structures necessary to address the complex needs of students with BD. Despite growing recognition of the importance of SEL, research examining how school leaders perceive and enact their roles in supporting social skill instruction remains limited.
This study examined how secondary teachers integrated SEL strategies into their instructional practices and how such efforts influenced the social and emotional development of students with BD. Specifically, the study explored teacher perceptions of their roles in fostering SEL, the types of strategies they employ, and the barriers and supports that affected their ability to integrate SEL effectively into classroom instruction. The study also examined the initiatives leaders employed to ensure the consistent integration of SEL and other evidence-based strategies across classrooms, as well as the barriers and supports that influenced their ability to create environments where teachers could effectively deliver social skill instruction. The study was centered around three research questions: 1. How do secondary teachers and school leaders describe their collaborative roles in promoting social skill development for students with BD? 2. What leadership practices do administrators use to build teacher capacity for implementing social skill instruction, and how do teachers perceive the impact of these practices? 3. What barriers and supports do teachers and administrators identify as influencing the effectiveness and consistency of social skill instruction for secondary students with BD? By focusing on leadership perspectives, this research contributes new insights into the ways school leaders can strengthen teacher capacity, improve intervention implementation, and foster inclusive and supportive learning environments.
This study employed a mixed-methods research design to explore both the scope and complexity of SEL integration within secondary schools. Quantitative data was collected through structured surveys administered to a broad sample of secondary teachers and school leaders, focusing on the frequency, consistency, and perceived effectiveness of SEL strategies, as well as patterns in leadership behaviors, resource allocation, and challenges faced. Qualitative data was gathered through semi-structured interviews with a smaller group of teachers and leaders, providing deeper insights into their experiences, decision-making processes, and approaches to supporting SEL implementation. The quantitative data was analyzed using descriptive and inferential statistics to identify key patterns, trends, and relationships among variables. The qualitative data underwent thematic analysis to uncover recurring themes and nuanced perspectives, which were then triangulated with the survey results to enhance the validity, depth, and richness of the study’s findings.
Findings indicated that teachers and administrators viewed communication and shared problem-solving as central to supporting social skill instruction for secondary students with behavioral disorders, with administrators reporting relatively high engagement in collaboration (M = 4.50) and teachers perceiving more moderate levels of articulated vision and coaching (M = 3.43–3.75). Leadership practices most associated with effective support included providing time in the schedule, access to structured SEL programs, and coaching, yet only 2.33 on the administrator survey indicated that professional development for SEL occurred consistently. Across quantitative and qualitative data, time constraints (administrator M = 3.17; teacher M = 2.00) and competing academic priorities were common barriers, while teachers identified lack of secondary-appropriate materials (M = 3.25) and limited access to specialists (M = 2.63) as additional challenges. A notable divergence emerged as teachers rated barriers as minor to moderate on Likert items but described time and resources as significant obstacles in interviews, highlighting a gap between scaled perceptions and lived experience.
This study contributes to the growing body of research highlighting the critical role of leadership and collaboration in supporting social skill instruction for secondary students with behavioral disorders. Findings indicate that although teachers and administrators share a commitment to SEL integration, differences in perceptions of leadership support, professional development consistency, and resource availability influence implementation. Structural barriers such as time constraints and academic demands remain present; however, coordinated leadership practices and relational support can mitigate their impact. Overall, the results suggest that sustained, system-level alignment between instructional leadership and classroom practice is essential for promoting meaningful social and academic outcomes for students with BD.
Details
- Title: Subtitle
- From leadership to classroom practice: school leaders’ influence on social skill instruction for secondary students with behavioral disorders
- Creators
- Lorry Wilson
- Contributors
- Liz Hollingworth (Advisor)Jeff Walls (Committee Member)Derek Rodgers (Committee Member)Mark Hopkins (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Educational Policy and Leadership Studies
- Date degree season
- Spring 2026
- DOI
- 10.25820/etd.008403
- Publisher
- University of Iowa
- Number of pages
- xiv, 192 pages
- Copyright
- Copyright 2026 Lorry Wilson
- Language
- English
- Date submitted
- 04/19/2026
- Description illustrations
- tables, graphs
- Description bibliographic
- Includes bibliiographical references (pages 152-163).
- Public Abstract (ETD)
Students with behavioral disorders (BD) face significant challenges in secondary schools, including difficulties with peer relationships, emotional regulation, and classroom engagement. These challenges often lead to academic struggles, disciplinary action, and long-term negative outcomes. Although social-emotional learning (SEL) and social skill instruction are widely recognized as essential supports, they are often inconsistently implemented in secondary settings. Teachers play a critical role in delivering social skill instruction, but they cannot sustain these efforts without strong and coordinated leadership.
This mixed-methods study examined how secondary school leaders supported teachers in implementing social skill instruction for students with BD. Using surveys and interviews with teachers and administrators across three Midwestern districts, the study explored collaborative roles, leadership practices, and perceived barriers and supports influencing implementation. Findings revealed strong agreement that collaboration and leadership were foundational to effective social skill instruction. Administrators emphasized communication, resource allocation, and structured frameworks, while teachers highlighted the importance of autonomy, time, and access to developmentally appropriate materials. However, differences emerged between leaders’ perceptions of support and teachers’ lived experiences, particularly regarding professional development and consistent execution of SEL initiatives.
The results underscore that sustainable social skill instruction requires more than good intentions; it depends on aligned vision, structured collaboration, and ongoing job-embedded support. By strengthening partnerships between teachers and administrators, school leaders can create inclusive environments where students with BD—and their peers—develop the social competencies necessary for academic achievement and long-term success.
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9985177075702771
Metrics
1 Record Views