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Dissertation
A phenomenological study of social-emotional learning programs in East Asian international schools: teachers' perceptions on cultural relevance
Doctor of Education (Ed.D.), Drexel University
Sep 2025
DOI:
https://doi.org/10.17918/00011175
Abstract
In this study, the researcher examined how teachers perceive the cultural suitability of social and emotional learning (SEL) programs in East Asian international schools. While SEL is increasingly recognized as an essential component of student development, questions remain about its cultural relevance in diverse international contexts. This research sought to answer the following questions: How do teachers at East Asian international schools perceive the cultural appropriateness of the content used in their schools SEL programs? How do teachers believe SEL programs support students in developing culturally appropriate social emotional skills that align with their values, norms, and needs? What factors do teachers identify as supporting or hindering the effectiveness of SEL in fostering students' social-emotional development in culturally diverse school environments? Grounded in literature on SEL and culturally relevant education (CRE), this phenomenological qualitative study explored the lived experiences of eight teachers working in international schools across China, Taiwan, and South Korea. In-depth interviews revealed three key findings: (a) teachers identified cultural mismatches between SEL competencies and local norms, which sometimes reduced student engagement; (b) SEL was perceived as most effective when integrated into everyday learning and adapted to reflect students' lived experiences; and (c) sustainable SEL implementation required whole-school structures, role clarity, and ongoing professional development to avoid fragmented or procedural delivery. This study recommends embedding SEL within school culture through culturally responsive practices and shared responsibility, while future research should examine how culturally grounded frameworks can guide inclusive and sustainable approaches. Keywords: cultural relevance, culturally relevant education, social emotional learning, international school teachers, international schools
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Details
- Title
- A phenomenological study of social-emotional learning programs in East Asian international schools
- Creators
- Jennifer A. Sylvester
- Contributors
- Amanda Lannie (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 129 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022093052304721