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Increasing parent involvement in social-emotional learning workshops in high school using the gap analysis approach

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Increasing parent involvement in social-emotional learning workshops in high school using the gap analysis approach

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Content INCREASING PARENT INVOLVEMENT IN SOCIAL-EMOTIONAL LEARNING
WORKSHOPS IN HIGH SCHOOL USING THE GAP ANALYSIS APPROACH
by
Sonia Coronel
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
Copyright 2020 Sonia Coronel

ii

ACKNOWLEDGEMENTS
I am grateful for my mother and father; they inspired me to write this dissertation. As a
child, my parents always provided a safe place where I expressed my emotions. When I asked
my mother about the coping strategies that she used with me, she said, “the school offers
workshops where they teach us how to listen and connect with our kids.” I am thankful that my
mother went out of her comfort zone to learn and apply these strategies with me.
I am grateful for my partner, who was the first person to believe that I could do this. The
wealth of knowledge he shared with me motivated and challenged me to think differently. I
appreciate all the support he provided from the beginning to the end.
I am grateful that I had the opportunity to take this journey with my sister. I have always
admired her dedication and hard work in everything that she sets her mind and heart to do. She
was my north star throughout this journey.
I am grateful for my brother, who also spent time with me in the writing process. He was
patient, insightful, and our biggest supporter in this process. Thank you for sharing your wisdom
with us, brother.
I am grateful for the influential group of female friends who always believed in me. The
energy they shared helped me stay positive during the times I needed it the most.
I am grateful for my dissertation committee, who believed in this topic and supported me
all the way. Thank you, Dr. Kenneth Yates, Dr. Erika Patall, and Dr. Brandon D. Martinez, for
making this journey feel a little lighter. I appreciate all your support.

iii

TABLE OF CONTENTS
Acknowledgements ......................................................................................................................... ii

List of Tables ................................................................................................................................. vi

List of Figures .............................................................................................................................. viii

Abstract .......................................................................................................................................... ix

Chapter One: Introduction ...............................................................................................................1
Introduction of the Problem of Practice ...............................................................................1
Organizational Context and Mission ...................................................................................1
Organizational Performance Status ......................................................................................2
Related Literature .................................................................................................................3
Importance of Addressing the Problem ...............................................................................4
Organizational Performance Goal ........................................................................................4
Description of Stakeholder Groups ......................................................................................5
Stakeholders’ Performance Goals ........................................................................................5
Stakeholder Group for the Study .........................................................................................6
Critical Behaviors for the Stakeholder of Focus ..................................................................7
Purpose of the Project and Questions ..................................................................................7
Conceptual and Methodological Framework .......................................................................8
Definitions ............................................................................................................................8
Organization of the Project ..................................................................................................9

Chapter Two: Review of the Literature .........................................................................................10
Social-Emotional Learning Education ...............................................................................10
Definition of Social-Emotional Learning ..............................................................10
Why Teach SEL .....................................................................................................11
Impact of Teaching SEL ........................................................................................11
Teaching SEL in Secondary School ......................................................................12
School’s Perspective on Parenting .....................................................................................13
Negative Relationships with Parents .....................................................................14
Parent Involvement in SEL Workshops at School .............................................................15
Why is SEL Education Important for Parents? ......................................................15
The Benefits of SEL for Parents of High School Students ....................................16
Parents’ SEL Competencies Can Benefit Adolescent’s Academics ......................17
Behaviors ...............................................................................................................18
Attendance .............................................................................................................18
Conceptual Framework ......................................................................................................19
Stakeholder Knowledge, Motivation and Organizational Influences ................................19
Knowledge and Skills ............................................................................................19
Motivation ..............................................................................................................24
Organization ...........................................................................................................28

iv

Chapter Three: Methodology .........................................................................................................32
Purpose of the Project and Questions ................................................................................32
Conceptual and Methodological Framework .....................................................................32
Assessment of Performance Influences .............................................................................33
Knowledge Assessment .........................................................................................34
Motivation Assessment ..........................................................................................39
Organization, Culture, and Context Assessment ...................................................42
Participating Stakeholders and Sample Selection ..............................................................45
Sampling ................................................................................................................46
Recruitment ............................................................................................................46
Instrumentation and Data Collection .................................................................................46
Survey Design and Data Collection .......................................................................47
Interview Protocol Design and Data Collection ....................................................47
Data Analysis .....................................................................................................................48
Surveys ...................................................................................................................48
Interviews ...............................................................................................................49
Observations ..........................................................................................................49
Credibility and Trustworthiness of Data ............................................................................49
Role of Investigator ............................................................................................................50
Limitations and Delimitations ............................................................................................50

Chapter Four: Results and Findings ...............................................................................................51
Participating Stakeholders .................................................................................................51
Determination of Assets and Needs ...................................................................................52
Results and Findings for Knowledge Causes .....................................................................52
Factual Knowledge ................................................................................................52
Conceptual Knowledge ..........................................................................................54
Procedural Knowledge ...........................................................................................57
Metacognitive Knowledge .....................................................................................59
Results and Findings for Motivation Causes .....................................................................60
Value ......................................................................................................................60
Self-Efficacy ..........................................................................................................62
Mood ......................................................................................................................64
Attribution ..............................................................................................................66
Results and Findings for Organization Causes ..................................................................70
Resources ...............................................................................................................70
Policies, Processes, and Procedures .......................................................................72
Culture ....................................................................................................................77
Summary of Validated Influences .....................................................................................78
Knowledge .............................................................................................................78
Motivation ..............................................................................................................79
Organization ...........................................................................................................80

Chapter Five: Recommendations and Evaluation ..........................................................................82
Purpose of the Project and Questions ................................................................................82
Recommendations to Address Knowledge, Motivation, and Organization Influences .....82

v

Knowledge Recommendations ..............................................................................83
Motivation Recommendations ...............................................................................86
Organization Recommendations ............................................................................90
Summary of Knowledge, Motivation and Organization Recommendations .........93
Integrated Implementation and Evaluation Plan ................................................................94
Organizational Purpose, Need and Expectations ...................................................94
Implementation and Evaluation Framework ..........................................................95
Level 4: Results and Leading Indicators ................................................................96
Level 3: Behavior ...................................................................................................97
Level 2: Learning .................................................................................................100
Level 1: Reaction .................................................................................................103
Evaluation Tools ..................................................................................................104
Data Analysis and Reporting ...............................................................................105
Summary of the Implementation and Evaluation ................................................106
Limitations and Delimitations ..........................................................................................108
Recommendations for Future Research ...........................................................................108
Conclusion .......................................................................................................................109

References ....................................................................................................................................110

Appendices ...................................................................................................................................117
Appendix A Survey Questions .........................................................................................117
Appendix B Interview Questions .....................................................................................120
Appendix C Informed Consent/Information Sheet ..........................................................121
Appendix D Recruitment Letter .......................................................................................123
Appendix E Evaluation Instruments (Immediate) ...........................................................124
Appendix F Evaluation Instruments (Delayed) ...............................................................125

vi

LIST OF TABLES
Table 1 Organizational Mission, Global Goal and Stakeholder Performance Goals ......................6
Table 2 Summary of Assumed Knowledge Influences on Parent’s Ability to Achieve the
Performance Goal ..........................................................................................................................23
Table 3 Summary of Assumed Motivation Influences on Parent’s Ability to Achieve the
Performance Goal ..........................................................................................................................27
Table 4 Summary of Assumed Organization Influences on Parent’s Ability to Achieve the
Performance Goal ..........................................................................................................................31
Table 5 Summary of Knowledge Influences and Method Assessment .........................................36
Table 6 Summary of Motivation Influences and Method of Assessment ......................................40
Table 7 Summary of Organizational Influences and Method of Assessment ................................44
Table 8 Survey Results for Factual Knowledge of SEL Workshops at TCHS ..............................53
Table 9 Survey Results for Conceptual Knowledge of SEL Workshops at TCHS .......................54
Table 10 Survey Results for Conceptual Knowledge of Social-Emotional Workshops
at TCHS .........................................................................................................................................56
Table 11 Survey Results for Procedural Knowledge of Social-Emotional Workshops
at TCHS .........................................................................................................................................57
Table 12 Survey Results for Metacognitive Knowledge of Social-Emotional Workshops at
TCHS .............................................................................................................................................59
Table 13 Survey Results for Value Motivation of Social-Emotional Workshops at TCHS ..........61
Table 14 Survey Results for Self-Efficacy Motivation of Social-Emotional Workshops
at TCHS .........................................................................................................................................63
Table 15 Survey Results for Mood Motivation of Social-Emotional Workshops at TCHS ..........65
Table 16 Survey Results for Attribution Motivation of Social-Emotional Workshops
at TCHS .........................................................................................................................................67
Table 17 Survey Results for Attribution Motivation of Social-Emotional Workshops
at TCHS .........................................................................................................................................69
Table 18 Survey Results for Organization Resources of Social-Emotional Workshops
at TCHS .........................................................................................................................................71

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Table 19 Survey Results for Organization Policies, Processes, and Procedures of Social-
Emotional Workshops at TCHS .....................................................................................................72
Table 20 Survey Results for Organization Policies, Processes, and Procedures of Social-
Emotional Workshops at TCHS .....................................................................................................74
Table 21 Survey Results for Organization Policies, Processes, and Procedures of Social-
Emotional Workshops at TCHS .....................................................................................................76
Table 22 Survey Results for Organization Culture of Social-Emotional Workshops at TCHS ....77
Table 23 Summary of Assumed Knowledge Causes Demonstrated .............................................79
Table 24 Summary of Assumed Motivation Causes Demonstrated ..............................................80
Table 25 Summary of Assumed Organization Causes Demonstrated ...........................................81
Table 26 Summary of Knowledge Influences and Recommendations ..........................................83
Table 27 Summary of Motivation Influences and Recommendations ...........................................87
Table 28 Summary of Organization Influences and Recommendations .......................................91
Table 29 Outcomes, Metrics, and Methods for External and Internal Outcomes ..........................97
Table 30 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ................................98
Table 31 Required Drivers to Support Critical Behaviors .............................................................99
Table 32 Evaluation of the Components of Learning for the Program ........................................102
Table 33 Components to Measure Reactions to the Program ......................................................104

viii

LIST OF FIGURES
Figure 1. Steps in the gap analysis process from Clark and Estes (2008). ....................................33

ix

ABSTRACT
This study used the gap analysis problem-solving framework (Clark & Estes, 2008), this
dissertation examined the design and implementation of an evaluation system to monitor the
effectiveness of increasing parent involvement in social-emotional learning (SEL) workshops at
the high school level. The focus of this study was to conduct a needs assessment in the areas of
knowledge and skill, motivation, and organizational challenges that prevent TCHS (a
“pseudonym”) from accomplishing its organizational goal to create a comprehensive evaluation
plan that will monitor and ensure 100% parent involvement in SEL workshops. A mixed-
method approach was used to collect quantitative data from 62 surveys and qualitative data from
two interviews. The data that was collected help validate and arrange assumed causes in
knowledge and skills, motivation, and organizational factors. The assumed causes used in this
study are declarative factual knowledge, conceptual knowledge, procedural knowledge,
metacognitive knowledge, value, self-efficacy, mood, attribution, resources, policies and
procedures, and cultural models. Proposed solutions to improve the knowledge and skills,
motivation, and organizational components of parents were provided. This dissertation reveals
how stakeholders can apply the Gap Analysis framework to address performance issues when
implementing district-wide actions that will monitor the participation of parents in SEL
workshops at the high school level.

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CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
The general problem of practice in this case study is the low number of parent
involvement in social-emotional learning (SEL) workshops at the high school level. Achieving
student success requires a partnership between schools and families. Although the California
Department of Education is moving towards SEL for schools, it does not address parents’ SEL
education. High school students’ academic and behavioral learning is essential and can derail if
not guided appropriately (Tan, Sinha, Shin, & Wang, 2018). As primary caregivers, parents have
a positive influence on their adolescent’s lifestyle and choices. While there is abundant research
focused on the impact of SEL on teacher-student relationships, there is not enough research on
how parents learn about social-emotional education. When parents are not involved with their
adolescent’s school, they miss an opportunity to establish positive relationships that can support
them at home (Collaborative For Academic, Social, and Emotional Learning [CASEL], 2019).
Therefore, a partnership between schools and parents is necessary to increase the mental, social,
and emotional well-being of the parent and student.
Organizational Context and Mission
The name of the organization of the study is TC High School (TCHS, a pseudonym).
The school’s mission is to provide an inclusive, holistic environment to support all students to
achieve academic excellence and grow their unique talents so that they find joy and fulfillment in
higher education, career, and life. Additionally, the school strives to include parents in all
student learning and decision making. The school is an inner-city public charter school serving
students in grades 9 through 12 in Los Angeles, California. TCHS is located in a community of
low socioeconomic status that has been historically disenfranchised, marginalized, over-

2

populated, and currently faces gentrification. The school is in its fourth year and serves 400
students, of whom 98% receive free or reduced-price lunch. The student demographic is such
that 49% of students are Latino or Hispanic, 46% are Asian, 3% are Black, 1% White, and 1%
others. TCHS serves approximately 25% of English language learners and 7% of students with
different learning abilities.
Organizational Performance Status
The problem that the organization faces is low parental involvement in SEL workshops at
the school. This is a problem because parents are a part of the school, and their participation in
school-related activities such as SEL is essential to their adolescent child’s overall success.
Currently, TCHS has four counselors. Each grade-level counselor is responsible for supporting
students’ social-emotional and academic needs and are required to partner with parents and
families to provide further support if necessary. Fan, Carey, Martin, and He (2019) noted that
“school-based counselor activities have been focused on promoting students’ academic
development, social-emotional development, career development, vocational choice, college
transitions, and mental health” (p. 34). Although counselors and school staff strive to support all
students, they need parents to be involved in SEL to support their adolescent at home further.
For example, as of December 2019, TCHS saw high numbers of students who experienced
suicidal ideation, panic attacks, and crying outbursts. When the parents were contacted about
their adolescent’s mental health, in most cases, they were unaware of what their adolescent was
going through or did not know how to support them. Therefore, to support the student’s overall
mental health, parents need to participate in SEL workshops to learn about and apply strategies
with their adolescents.

3

Related Literature
Social-emotional learning (SEL) is just as crucial to the parent as it is for the student. A
growing body of literature notes the importance of SEL curriculum in K–12 education in the
United States. According to Tan et al. (2018), SEL in schools is “a process of fostering positive
attitudes in students toward themselves and school and reducing difficult and risky behaviors,
ultimately leading to positive academic and behavioral outcomes” (p. 217). Tan et al. (2018)
note that high school freshmen face a series of issues “like serious mental health concerns,
learning problems, and communication problems” (p. 217). Moreover, studies have found SEL
curriculum fosters a sense of hope and better prepares adolescents for adulthood (Tan et al.,
2018). Schofield et al. (2012) assert that a parent’s warmth (this includes affection, support, and
sensitivity towards the needs of the child) can positively impact the development of a child.
Also, parents’ warmth can have a positive influence on an adolescent’s school conduct and help
develop healthier coping mechanisms. Parents play an essential role in their adolescent child’s
lives. Therefore, parents must be a part of the SEL that their adolescents are benefiting from
school.
The implications of low parent involvement in SEL workshops can be detrimental to the
parents’ and adolescent’s mental health (CASEL, 2019). Durlak, Weissberg, Dymnicki, Taylor,
and Schellinger (2011) state that “approximately 30% students engage in multiple high-risk
behaviors (e.g., substance use, sex, violence, depression, attempted suicide) that interfere with
school performance and jeopardize their potential for life success” (p. 405). Adolescence can be
difficult for many teenagers and their parents. For example, Gravesteijn, Diekstra, and Petterson
(2013) assert that, when a child experiences bullying, the parents are also affected. The study
further suggests that, when parents get involved in these situations, they serve as a protective

4

factor that can help the adolescent (Gravesteijn et al., 2013). Therefore, increasing parent
involvement in SEL workshops can provide parents with the education they can use to support
their adolescent at home and school.
Importance of Addressing the Problem
The problem is important to address because many high school parents do not participate
in SEL workshops, and they are missing opportunities to learn about and apply strategies with
their adolescent child at home. It is vital to address the problem because there is a plethora of
strategies that parents can learn on SEL to apply at home with their adolescents. These strategies
can lead to better communication and a stronger relationship between parents and adolescents.
With the rise of social media, more adolescents face mental health issues like depression,
anxiety, suicidal ideation, body dysmorphia, and bullying (CASEL, 2019). These mental health
concerns are often confusing or unknown to parents. Parents or guardians can learn how to
navigate these topics and be there for their adolescents. Therefore, parents must become
involved in school and attend workshops on mental and social-emotional health to learn
strategies and support their adolescent child.
Organizational Performance Goal
TCHS’s goal is to have, by June 2021, 100% parent participation in SEL workshops
wherein they demonstrate their knowledge, skills, and motivation; the school’s organization will
solve challenges preventing parents from 100% participation in SEL workshops. As a part of a
charter organization, TCHS is the newest high school in an organization of nine operating
schools. It must meet all organizational requirements to involve parents, otherwise known as
local control and accountability plan (LCAP). One of the LCAP goals is to meet or exceed 85%
of parent involvement; this includes training and workshops. The administrators will work

5

closely with the counselors to meet the performance goal and ensure parents are supported to
attend SEL workshops at school.
Description of Stakeholder Groups
Parents/ guardians of TCHS are the primary stakeholders in this study. These individuals
play an important role in supporting their adolescent child’s mental health. While school staff
like counselors and teachers play a role in supporting a student’s mental health, research shows
that parents/ guardians are powerful role models that can positively influence their child’s
decisions.
Stakeholders’ Performance Goals
Table 1 presents the organization’s mission, the organization’s performance goal, and the
stakeholder’s critical behaviors. TCHS organization’s mission is to provide holistic, inclusive
support for all students to achieve academic excellence and grow their unique talents so that they
find joy and fulfillment in higher education, career, and life. As an organization, TCHS aspires
to have 100% of parents become involved in SEL workshops by June 2021. To meet this goal,
the stakeholder must engage in observable measures known as critical behaviors. Table 1
demonstrates the organizational, global, and performance goals for the parents at TCHS.

6

Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
At TCHS, our mission is to provide holistic, inclusive support for all students to achieve
academic excellence and grow their unique talents so that they find joy and fulfillment in
higher education, career, and life.

Organizational Performance Goal
By June 2021, 100% of parents will attend scheduled social-emotional learning workshops,
complete a parent checklist, and mentor at least one new parent.

Stakeholder 1 Parents Stakeholder 2
Administrators
Stakeholder 3 Counselors
By June 2021, 100% of
parents will have attended
an SEL workshop at their
adolescent’s school and
mentor a new parent.
By June 2020,
administrators will allot time
for counselors to collaborate
and discuss the SEL
workshops to be offered the
next school year.
By July 2020, counselors will
collaborate with administrators
and deliver a list of dates and
workshop titles.

Stakeholder Group for the Study
The organization’s stakeholders for this study are the parents/guardians.
Parents/guardians have the most influence when it comes to ensuring their adolescents feel
accomplished, have a positive outlook on life, and develop positive relationships with others
(CASEL, 2019). Understanding what is preventing parents from attending workshops on SEL is
imperative to reaching the organization’s goal. According to Clark and Estes (2008), a common
mistake made during a gap analysis is assuming that one understands others’ perspectives on the
performance goal. Therefore, examining and understanding the parent’s view on SEL
workshops may conclude valuable insight on low parental involvement at TCHS.

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Critical Behaviors for the Stakeholder of Focus
According to Kirkpatrick and Kirkpatrick (2015), critical behaviors are defined as
specific observable actions directed at the desired performance outcome. To achieve their goals,
stakeholders must demonstrate critical behaviors that are specific, observable, and measurable.
Parents have to perform critical behaviors to achieve their goals. First, parents will sign
up to attend one or more SEL workshops at the beginning of the year. Second, parents will
demonstrate their understanding of SEL concepts by completing a worksheet, journaling, or
sharing out during the session. Third, parents will share their testimony on how SEL workshops
have influenced their lives.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the principal causes
that prevent parent involvement in SEL workshops. This study gathered data and looked for
gaps in knowledge and skill, motivation, and organizational barriers that contributed to the
problem. A list of possible or assumed causes of the problem were generated to focus on actual
or validated causes that led to the performance gap. All stakeholders are included in gap
analysis, but for practical purposes, the parents/guardians are the only stakeholders for this study.
Two research questions guided the study:
1. What are the knowledge and skills, motivation, and organizational challenges preventing
parents from having 100% participation in SEL workshops at their adolescent child’s
school?
2. What are the knowledge and skills, motivation, and organizational recommendations for
increasing parent involvement in SEL workshops to benefit parent and school
relationships?

8

Conceptual and Methodological Framework
The conceptual framework used for this study was the Gap Analysis (Clark & Estes,
2008). Clark and Estes’ (2008) gap analysis framework focuses on identifying the gaps between
current and desired goals. Clark and Estes’ (2008) framework uses a methodology that focuses
on a priori categories to results from the data collected. Based on personal knowledge and
related literature, a list of assumed knowledge, motivation, and organizational influences were
generated to understand the gaps in the goal. These influences were assessed using surveys,
interviews, literature review, and content analysis. Research-based solutions were
recommended, and comprehensively evaluated.
Definitions
The following key terms and definitions are used throughout this study:
Adolescence: is the transitional stage between childhood and adulthood. Middle
adolescence occurs between the ages of 14 and 17 and is referred to as an adolescent child in this
study. Adolescents experience physical, cognitive, sexual, social, and emotional changes during
this time (Healthy Children, 2019).
Emotional intelligence: is composed of five skills that help an individual identify
emotions. The skills consist of the ability to recognize, understand, label, express, and regulate
one’s emotions (Yale Center for Emotional Intelligence, 2015).
Parent/guardian: defines any adult who is a caregiver and plays a critical role in a child’s
cognitive, social, and emotional development (CASEL, 2019).
Parental involvement: includes parents/guardians to attend general school meetings;
these include parent-teacher meetings, school-related events, volunteering, or having a role on a
school committee (Child Trends, 2019).

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Social-emotional learning (SEL): is the learning and understanding of one’s emotions, to
build and keep positive relationships with others, and make responsible decisions (Stillman et al.,
2018).
Organization of the Project
The study consists of five chapters. Chapter One provides key ideas and definitions used
throughout the research. The mission of the organization, along with the goals of the
stakeholders, was reviewed in this section. The topic of parental involvement, specifically SEL’s
impact on academics, behaviors, and overall well-being, will be addressed. Chapter Two
reviews the current literature on SEL, supports, and interventions. Chapter Three targets
assumptions that may interfere with the choice of participants, data collection, and analysis. The
data and results are assessed and analyzed in Chapter Four. Chapter Five details solutions from
data and literature to close the recognized gaps. Additionally, this chapter includes
recommendations for an implementation and evaluation plan for the solutions.

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CHAPTER TWO: REVIEW OF THE LITERATURE
The purpose of this chapter is to examine the literature on parental involvement in SEL
workshops in high school. The purpose of the project is to use the gap analysis methodology
(Clark & Estes, 2008) to identify and confirm the parents’ knowledge, motivation, and
organization factors that may influence the parents’ low involvement in their adolescent child’s
social-emotional well-being. The administrators, teachers, and counselors also play a critical
role in closing this gap at the high school level. The expected critical behaviors of the parents at
TCHS guide the literature review.
Social-Emotional Learning Education
Definition of Social-Emotional Learning
Social-emotional learning is a process through which people identify and manage their
emotions to become empathetic and successful individuals. Social-emotional education is
playing a critical role in American education today. Social-emotional learning (SEL) is the
learning of social behaviors and emotions to help adults and children identify and manage their
own emotions, establish positive relationships with others, be empathetic towards peers, and set
and achieve goals (CASEL, 2019). Additionally, SEL strives to foster strong intrapersonal and
interpersonal skills in children, adolescents, and adults (Durlak et al., 2011). According to
CASEL (2019), some of the intrapersonal skills that adolescents can learn from SEL focus on
self-awareness, self-management, social awareness, relationship skills, and helps with
responsible decision making. Social-emotional education is being incorporated in schools
nowadays to shift an individual's reaction from external or environmental factors and refocus on
internal beliefs like caring and showing empathy for others. SEL in school settings has produced
long-term positive benefits in academics, behavior, attitude, and skills. Social-emotional

11

education teaches one to recognize, understand, label, express, and regulate emotions (Yale
Center for Emotional Intelligence, 2013). It is important to teach SEL because the competencies
not only support an adolescent child's social and emotional well-being but can impact a student’s
overall high school experience.
Why Teach SEL
Teaching SEL in schools creates a positive and safe learning environment that leads to
student success. There is an ongoing shift in psychology that focuses on the positive social and
emotional well-being of adolescent students across schools in the United States (Elmore &
Huebner, 2010). With this, schools across the nation are encouraged to provide and foster
positive learning spaces for 21st-century learners (Durlak et al., 2011). Schools that implement
programs that cultivate safe learning environments see student satisfaction where students report
feelings of “hope, optimism, and happiness” (Elmore & Huebner, 2010, p. 525).
The importance of teaching SEL curriculum is imperative because some high school
students can get involved in substance use, violent behavior, and suicidal ideation. Gilbert,
Spears-Brown, and Mistry (2017) contend that students of color are the largest minority group
who are susceptible to engage in high-risk behaviors. For example, Latino male youth
experience other factors like poverty, economic disparities, and immigration status that can halt
an adolescent child’s social-emotional development. For this reason, students need schools that
understand them and create learning environments that support their mental health.
Impact of Teaching SEL
Teaching SEL fosters positive correlations between student success, academic
achievement, and school satisfaction. CASEL (2019), reported that SEL reduces behavioral
problems at school, drug use, and emotional distress. Schools that implement an SEL curriculum

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at the secondary level should model, practice, and apply coping mechanisms that can enhance
student’s understanding of SEL (Durlak et al., 2011). A high school setting offers an ideal
opportunity for students to recognize, understand, label, express, and regulate their emotions
because students spend most of their day with teachers and peers (Yale Center for Emotional
Intelligence, 2013).
Moreover, these social-emotional practices can transcend from the classroom and into the
school and community. The implementation of an SEL curriculum in high school also benefits
student’s decisions on whom they will become and how they will integrate into society after they
graduate from high school. According to CASEL (2019), high schools that implement an SEL
curriculum can help diminish crime rates, high rates of unemployment, and homelessness.
Therefore, the impact of SEL ensures that adolescents are aware of their social-emotional
competencies and can make positive decisions. Students who regularly engage with their social-
emotional competencies can change their mood, attitudes, and views of themselves and others.
Teaching SEL in Secondary School
Teaching SEL competencies in a secondary school is essential because it helps promote a
healthy, happy, and positive learning environment for the student, staff, families, and
community. According to Kranzler, Young, and Hankin (2015), by the time adolescents reach
high school, they can identify and express how their emotions affect their behaviors.
Adolescents with healthy coping mechanisms have a more positive outlook on life. Lacking
those strong skills can negatively affect an adolescent’s view of self and others. For example,
Elmore and Huebner (2010) affirm that middle and high school students report emotions of
displeasure about their school experience. Additionally, Kranzler et al. (2015) mention that

13

when it comes to seeking support on mental health, female students are more likely to access
resources on social-emotional health when compared to their counterparts.
Another reason why teaching SEL in high school is important is because some
adolescents might not have the best relationship with their parents/guardians. Elmore and
Huebner (2010) declare that, although an adolescent has experienced poor attachment from their
parents, they can develop positive coping skills from an SEL curriculum. The adolescent can
build positive relationships with other adults at school, such as a teacher, counselor,
administrator, or peer. According to Aber, Brown, Jones, Berg, and Torrente (2011), SEL
programs can prevent and disrupt the cycle of chronic stress, violence, and trauma amongst
youth. Further, “the evidence, mounting over the last two decades, suggests that it is possible to
design school-based interventions that promote SEL, mental health, and academic learning”
(Aber et al., 2011, p. 413). Therefore, teaching social-emotional skills to high school students is
imperative for their overall well-being and success. To support parents, schools must understand
the background of the families and communities they serve.
School’s Perspective on Parenting
Positive Relationships with Parents
Building positive relationships with families is imperative to students’ overall success as
human beings. Reyes and Elias (2011) state that although Latino youth face adversities, they are
doing relatively well. They also add that schools play an important role in promoting resilience
amongst youth. Reyes and Elias (2011), affirm that “in addition to providing a space for children
to learn and practice new skills that can build self-efficacy, schools hold many possibilities for
positive relationships with adult role models and mentors” (p. 724). Ainsworth and Bowlby
(1991) explain attachment theory as the emotional bond that connects people and points out that

14

the earliest attachments can influence subsequent development. Thus, parents who build a strong
bond with their children at a younger age can have a trusting relationship in the adolescent years.
Marcon (1999) states that parents with preschoolers are more involved and have positive
relationships with their child’s school. As students’ progress through middle and high school,
fewer parents become involved in the school. Marcon (1999) states that, if schools shifted their
perspective of inner-city families to what they can do rather than what they cannot, perhaps there
would be more participation in the later school years. To build positive relationships with
families, school personnel can make positive phone calls, participate in community activities,
host culture days at school, and make home visits (Marcon, 1999). School leaders must
understand and focus on what parents and families can do despite their limitations.
Schofield et al. (2012) indicate that emotionally intelligent parents can foster nurturing
environments for their children at home. A parent who displays “traits of agreeableness,
emotional stability, and conscientiousness,” is more likely to have children who also do the same
(Schofield et al., 2012, p. 259). Moreover, if children have a strong social-emotional foundation
at home, they are more likely to emulate behaviors that produce positive outcomes.
Negative Relationships with Parents
Schools that have negative relationships with the families they serve can cause harm to
the students, parents, and the community. For school administrators, teachers, counselors, and
staff to effectively serve the communities that host them, they must understand that certain
barriers prevent parents from fully participating in their adolescent child’s academics and SEL.
The absence of parents in schools can be mislabeled as unfavorable and harm the relationship
between the family and school.

15

According to Gilbert et al. (2017), Latino immigrant parents experience higher levels of
stress due to a language barrier, low-wage employment, housing, and overall acculturation
experience in a new country. Ingram, Wolfe, and Lieberman (2007) add that these minority
parents face societal barriers like lack of time, unemployment, and illiteracy. Additionally, these
parents live with risk factors that affect their parenting role with their adolescent child every day.
For instance, children who come from single-parent households face higher adversities in their
social and emotional development (Mokrue, Chen, & Elias, 2011). Further, adolescents from
single-mother households have higher rates of substance use, depression, and have a difficult
time establishing intimate relationships as adults. It is not rare to see a correlation between the
adolescent child’s social-emotional experience and their parent’s social-emotional trauma.
As a result, parents believe the school their child attends might not understand their
family situation. Some of these families feel powerless and do not see how the school can
support them (Marcon, 1999). Another harm to parents can be the school personnel’s negative
perception of the student and family; this can make it difficult for the parents to get involved in
school-related activities. For example, Marcon (1999) acknowledges that parent involvement is
absent or decreases when the school calls to complain about their student. This often brings
anger, frustration, or shame to the parent whose child is struggling at school and home. Thus, it
is the school’s responsibility to be aware of the adversities that the families may face and
establish a positive line of communication to best support their needs.
Parent Involvement in SEL Workshops at School
Why is SEL Education Important for Parents?
Social-emotional education is just as important for parents as it is for their child.
According to O’Connor and Langer (2019), “there is limited data on parents’ knowledge of

16

mental health treatment approaches, and where they learn (and would like to learn) mental
health-related information” (p. 711). O’Connor and Langer (2019) add that, “where parents
learn about, and what parents know about child mental health services” can better inform them
about mental health and make decisions to support their child’s mental health (p. 710).
CASEL (2019) maintains that parents play an essential part in their child’s social-
emotional development. Parents are their child’s first teacher and can model positive behaviors,
skills, and attitudes (CASEL, 2019). Parents’ understanding of SEL strategies can have a
positive impact on the relationship they build with their child (CASEL, 2019). Schofield et al.
(2012) add that children are more likely to mimic their parent’s traits and attitudes if they are
positive. Schofield et al. (2012) indicate that a parent’s positive personality trait can have
positive effects on their children’s education, income, and parenting styles.
According to O’Connor and Langer (2019), parents often utilize informal approaches
such as the internet, family members, and friends when they want information about mental
health. Although these informal approaches may be correct, the school can offer reliable
information on questions parents may have on SEL. Including parents in SEL education is
imperative because the knowledge they gain can help create a positive, safe, and healthy support
system for their adolescent. Hence, teaching parents about SEL competencies can benefit and
increase their emotional intelligence.
The Benefits of SEL for Parents of High School Students
Parents who are aware of their emotional intelligence can help foster resilient
adolescents. There are many benefits for adolescents who have parents/ guardians with high
emotional intelligence. According to Walton and Hibbard (2019), an adult with high emotional
intelligence is more emotionally aware of their feelings and is more in tune than others are. An

17

adult who models these characteristics can teach an adolescent how to build their confidence.
For example, Walton and Hibbard (2019) affirm that children have stronger problem-solving
skills in social situations and build strong relationships with other adults.
The presence of an adult in an adolescent’s life, such as a parent, can render positive
interpersonal and intrapersonal life-long skills. If a parent/ guardian has a high EI, this can help
foster emotionally intelligent youth (Walton & Hibbard, 2019). Therefore, the benefits of SEL
for parents are positive. Parents who are involved in their students' SEL can also see positive
benefits in academic performance and achievement in school.
Parents’ SEL Competencies Can Benefit Adolescent’s Academics
Parents must know the positive long-term benefits of SEL regarding academic
performance. According to Prince and Nurius (2014), parents who are involved in their student’s
education can inspire them in their academic success. Piko and Kovács (2010) also conclude
that students’ performance and academics increase when they have parents who closely monitor
their schoolwork. Monitoring a student's school performance is a way to demonstrate social-
emotional support (CASEL, 2019).
Parents must know that teachers, counselors, and administrators also play a critical role in
supporting their child’s academic aspirations (Prince & Nurius, 2014). Prince and Nurius (2014)
acknowledge that understanding an adult’s “bank of resources and their procedural knowledge is
important to support students' academic self-concept and academic achievement” (p. 146).
When parents are involved in their adolescent's academics, they usually know the school
personnel and whom to contact for support. Prince and Nurius (2014) declare that counselors
can help to connect the dots in areas of academics and SEL. Parents and counselors can work
together to create an academic plan for the student in order to be successful. A support system

18

can help an adolescent’s self-concept, aspirations, and academic success. Besides academics,
parents must understand that SEL can positively influence adolescents to engage in positive
behaviors.
Behaviors
Parents’ involvement with school can encourage their adolescents to make positive
choices when it comes to their behaviors. According to Elmore and Huebner (2010), a student is
more inclined to show adaptive behaviors if they have a strong and positive attachment to a
parent, adult, or friend. The student’s overall school satisfaction can also contribute to his or her
behavior. School satisfaction has been correlated with the following variables: “hope, locus of
control, self-esteem, positive affect, global life satisfaction, interpersonal behavior, and parent
and peer support” (Elmore & Huebner, 2010, p. 526). A student with a positive support system
is more likely to participate in positive behaviors (Elmore & Huebner, 2010).
Attendance
Parental involvement is vital to increase and maintain student attendance. Parents can
have a positive influence on their children and encourage them to go to school. Parents who
collaborate with their child’s school are more likely to know the time school begins, parent
meetings, and workshops (Mokrue et al., 2011). When parents are informed about important
school updates, they are empowered and have the information to help their child succeed. The
partnership between parents and schools can increase the student’s overall satisfaction and
promote a “positive learning environment, maintain attendance, and simultaneously promote
socioemotional and academic results” (Elmore & Huebner, 2010, p. 526).
Parents and school personnel serve as protective factors for high school students.
According to Moussa (2017), there are positive outcomes for students who attend school and

19

graduate. For example, students who complete high school earn higher wages (Moussa, 2017).
Overall, a student who completes high school can have lifetime earnings and life satisfaction that
can influence their own and their family's trajectory (Moussa, 2017).
Conceptual Framework
The purpose of the gap analysis approach by Clark and Estes (2008) is to examine and
diagnose performance gaps. For this study, the focus is on what prevents parents from getting
involved in SEL workshops at their adolescent child’s school. The gap analysis framework is
critical to understand the stakeholder’s knowledge, motivation, and organizational support (Clark
& Estes, 2008). To ensure parents’ needs are met, administrators, teachers, and counselors play
a critical role in helping parents achieve their goals. The organization’s goal is clearly identified
in the gap analysis framework. This approach helps identify the organization’s current
performance level and identifies the preferred performance level. The methodology was used for
the needs analysis portion.
Further, the related literature and content analysis helped in the assumed needs section
and also came from personal knowledge on the topic. Surveys, interviews, a literature review,
and content analysis were conducted to acquire information for the assumed needs. Research-
based solutions are recommended and analyzed comprehensively. The following are the
stakeholder’s assumed knowledge, motivation, and organization influences.
Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
The study examined knowledge about parents’ involvement in SEL workshops at school
and how these affect their own and their adolescents’ SEL. According to Anderson and
Krathwohl (2001), there are four types of knowledge; these include factual, conceptual,

20

procedural, and metacognitive. Kirkpatrick and Kirkpatrick (2015) state that stakeholder’s
behaviors are hugely impacted when a program’s outcomes are performed with consistency and
accuracy. Therefore, the four knowledge categories were examined to understand parents’
knowledge of SEL better.
Declarative factual knowledge influences. Declarative factual knowledge refers to the
necessary elements or knowledge of a discipline that one must know to comprehend and operate
effectively or solve a problem (Anderson & Krathwohl, 2001). Anderson and Krathwohl (2001)
define declarative knowledge as knowledge of specific details and elements and knowledge of
vocabulary. For this study, parents need to know the times and days of SEL workshops at
TCHS.
Parents need to know the days and times of social-emotional learning (SEL)
workshops at their adolescent child’s school. As described by CASEL (2019), schools must
communicate with families and invite them to participate in SEL. Organizing SEL workshops
for families allows them to discuss topics that affect adolescents’ mental health. CASEL (2019)
indicates that establishing two-way communication with parents at the beginning of the year is
essential. Additionally, CASEL (2019) recommends that schools gather information about
parent’s availability in order to plan SEL effectively. Research by Gilbert et al. (2017) indicates
that Latino immigrant parents are less involved in school than nonimmigrant parents. They face
obstacles like lack of time due to work, language barriers, and childcare (Gilbert, 2017).
Therefore, it is important to note that Latino immigrant parents may have more limitations than
their counterparts and may need more support from their adolescent’s school. Hence, schools
need to inform parents of SEL workshops ahead of time to increase their involvement.

21

Conceptual knowledge influences. According to Anderson and Krathwohl (2001),
conceptual knowledge focuses on theories and relationships. For students to be successful in
school, parents must know the relationship between home and school engagement, and the role it
plays in their social-emotional competence. Additionally, parents need to know the long-term
benefits of SEL. Parents who understand their role and the school’s role are better adapted to
support their adolescent child’s high school experience (Elmore & Huebner, 2010).
Parents need to know the relationship between parental home engagement and student
social-emotional development at home and school. Parents need to understand the relationship
between parental home engagement and student development at home and school. Anderson and
Krathwohl (2001) encourage the use of inquiry methods to show participants’ knowledge of
relationships between categories, principles, or structures. Parents were asked to complete a
survey with multiple-choice questions about the influences of SEL at home and school. The
survey also included open-ended questions to collect participants' understanding of the benefits
of SEL at home and school.
Parents need to know the long-term benefits of SEL education and academic
achievement. To support parents’ understanding of the long-term benefits of SEL education,
schools must provide workshops that help them comprehend the correlation between SEL and
academics. According to Turculeţ and Tulbure (2014), parents can support their child’s social-
emotional education at a young age. Turculet and Tulbure (2014) state that “the first opportunity
to develop elements of emotional intelligence appears during the child’s first years of life, and
this capacity continues to grow along the school education period” (p. 593). Walton and Hibbard
(2019) indicate that a student’s academic success relies on the support they receive from their
parents’ knowledge of emotional intelligence.

22

Procedural knowledge influences. Procedural knowledge is the knowledge of how to do
and take steps to complete a task (Anderson & Krathwohl, 2001). Additionally, the stakeholder
must understand and process specific criteria to determine when to switch and apply different
steps to achieve the goal. The parents in this study must know how to build a partnership with
school personnel to ensure their involvement in SEL workshops and promote their adolescent
child’s social-emotional and academic success.
Parents need to know how to build a partnership with school personnel to ensure the
student’s social-emotional and academic success. To establish a partnership between schools
and parents, parents need to know how to build a partnership with school personnel who can
support their child’s social-emotional and academic success (Marcon, 1999). Awareness of
skills, methods, and techniques are required to complete a task. According to Krathwohl (2002),
to assess procedural knowledge, the research inquiry method should focus on how the participant
shows they know how to apply knowledge. Parents completed a multiple-choice question that
required them to select the best response to complete a sentence. The purpose of the question
was to identify how parents’ procedural knowledge leads them to think about whom they can go
to for support at their child’s school. Moreover, in the interviews, parents had an opportunity to
share their experiences on how and to whom they reach out to for support at their child’s school.
Metacognitive knowledge. Metacognitive knowledge refers to awareness and
knowledge of one’s own cognition (Anderson & Krathwohl, 2001; Rueda, 2011). To support
their adolescents’ social-emotional mental health at home, parents need to reflect on their own
progress on SEL to achieve the learning goal.
Parents reflect about how their involvement in social-emotional learning (SEL)
workshops at school can build strong partnerships between school day and out-of-school-time

23

with their adolescent child. Research by Crouter, Bumpus, Davis, and McHale (2005) indicate
that parents’ expressive characteristics can build trust and encourage students to be more open
about their experiences. Parents must be able to reflect on how their involvement in SEL can
build a strong partnership with the school and their adolescent child. Table 2 shows the
stakeholder’s influences and the related literature.
Table 2

Summary of Assumed Knowledge Influences on Parent’s Ability to Achieve the Performance
Goal

Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Declarative Factual (terms, facts, concepts)
Parents need to know the days and times of social-
emotional learning (SEL) workshops at their
adolescent child’s school.
CASEL (2017); CASEL (2019);
Anderson & Krathwohl (2001); Gilbert
et al. (2017)
Declarative Conceptual (categories, process
models, principles, relationships)

Parents need to know the relationship between
parental home engagement and student development
at home and school.
Anderson & Krathwohl (2001); Elmore
& Huebner (2010);
Parents need to know the long-term benefits of SEL
education and academic achievement.
Turculeţ & Tulbure (2014);
Walton & Hibbard (2019)
Procedural
Parents need to know how to build a partnership
with school personnel to ensure the student’s social-
emotional and academic success.
Marcon (1999); CASEL (2019);
Metacognitive
Parents reflect about how their involvement in
social-emotional learning (SEL) workshops at
school can build strong partnerships between school
day and out-of-school-time with their adolescent
child.
Anderson & Krathwohl (2001); Crouter
et al. (2005).

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Motivation
As suggested by Clark and Estes (2008), active choice, persistence, and mental effort are
three observable motivational indicators completed by the stakeholder. Active choice means that
the stakeholder is active and motivated to pursue an intended action (Clark & Estes, 2008). The
motivation to continue working towards a goal without any interruptions is persistence (Clark &
Estes, 2008). Mental effort means that an individual tries to actively process information and
find solutions to the task (Clark & Estes, 2008).
The collaborative efforts of schools and parents can have a positive impact on high
school student’s social-emotional well-being (Mokrue et al., 2011). People’s value, self-
efficacy, and mood can affect their motivation (Clark & Estes, 2008). To increase parents’
motivation to participate in school related SEL activities and implement strategies at home,
parents need to be purposeful through active choices, persistent about the intended goal and
solve problems with mental effort (Clark & Estes, 2008).
Value. Value refers to how important a task is to the individual and what course of action
they will take (Clark & Estes, 2008). If the individual finds value on a task, he or she is more
likely to persist regardless of any obstacles that may arise. Furthermore, if the individual
believes that the task will render positive results, they are more likely to take action on the
assignment (Clark & Estes, 2008). Hence, parents must find value in SEL workshops in order to
participate in them.
Parents value the social-emotional learning (SEL) workshops offered at school. To see
more parent participation at school, schools must offer meaningful workshops for parents.
Parents must value the SEL workshops offered at TCHS. According to Crouter et al. (2005),
there is recent research on how parents learn about their children’s daily experiences and gain

25

parental knowledge. Further, Mokrue et al. (2011) state that parents are children’s first teachers
and can model empathy, respect, and self-control. When designing SEL workshops, the
organizers must consider the audience and deliver topics that are important to them (CASEL,
2017).
Self-efficacy. According to Bandura (2000), self-efficacy is a person’s beliefs about his
or her capabilities to perform and deliver successful activities. An individual’s efficacy can
affect the way they think; for example, an individual can be optimistic, pessimistic, erratic, or
strategic about how they approach a task (Bandura, 2006). Moreover, an individual’s self-
efficacy can influence their choice to pursue, put effort, and think about the outcomes they
expect to accomplish (Bandura, 2006).
Bandura (2000) states that self-efficacy is a critical component in human functioning
because it affects how one behaves, expects outcomes, perceives limitations, and takes
opportunities in social settings. To increase student social-emotional competence, parents must
feel confident in taking the necessary steps to learn about social-emotional competencies that can
support their child at school and at home.
Parents are confident that by attending social-emotional (SEL) workshops, they can
develop positive relationships with their adolescent child’s school. Parents' self-efficacy should
be examined to identify their beliefs and confidence in performing a task. For this study, the
parents’ confidence in their ability to attend SEL workshops was assessed through surveys and
interviews. Clark and Estes (2008) found that the researcher can gain more in-depth insight into
the participants’ confidence through these instruments. The interviews used open-ended
questions to allow parents to elaborate on their confidence in engaging in SEL.

26

Mood. For parents to feel positive about attending SEL workshops at school, schools
must create environments that make parents feel welcomed (Ingram et al., 2007). Mood is a
low-intensity emotion that individuals experience and could influence how they respond to life’s
events (Pajares, 2006; Pekrun, Goetz, Titz, & Perry, 2002). For this study, parents need to feel
comfortable and positive about attending SEL workshops and discussing topics that might be
taboo and difficult to comprehend. Parents who engage in SEL see favorable relationships with
their children (CASEL, 2019).
Parents need to feel positive about getting involved in social-emotional learning at their
child’s school to enhance their parenting skills at home. Knowing the benefits of SEL
workshops can positively impact parents’ feeling of satisfaction, and value the effort the school
is creating. Also, parents feel more welcomed when schools have an open-door policy (Ingram
et al., 2007). Therefore, schools can host exciting SEL workshops that encourage parents to feel
good about learning new skills and applying them at home.
Attribution. According to Rueda (2011), attribution is how an individual assigns failure
or success to a given task. Parents need to understand that they have control over managing their
time to attend SEL workshops. Parents’ attribution to attend SEL workshops depends
significantly on the effort that the parent is willing to put, rather than on skills or ability.
Parents attribute their lack of school engagement to attending social-emotional
workshops because they do not have time. Parents attribute their lack of engagement in social-
emotional workshops at school because they believe it is not their role. Schunk, Meece, and
Pintrich (2014) describe attribution as the process by which individuals assign causes to their
behaviors and actions. It is essential to understand the promising practice and what to attribute
to the successes and failures of the desired task and its outcome. Attribution theory describes

27

that individual beliefs must be investigated to understand the relationship between belief and
motivation (Schunk et al., 2014). In this study, parents’ attributions of lack of time and believing
that SEL education is the school’s role were assessed. Clark and Estes (2008) state that open-
ended questions help further explore that to which participants attribute their lack of engagement
and belief that it is not their responsibility to engage in SEL with their adolescent. Table 3
shows the stakeholder’s influences and the related literature.
Table 3

Summary of Assumed Motivation Influences on Parent’s Ability to Achieve the Performance
Goal

Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Value
Parents value the social-emotional learning (SEL)
workshops offered at school.
Crouter et al. (2005); Mokrue et al. (2011);
CASEL (2019)
Self-Efficacy
Parents are confident that, by attending social-
emotional (SEL) workshops, they can develop
positive relationships with their adolescent child’s
school.
Bandura (2006); Clark & Estes (2008).

Mood
Parents need to feel positive about getting involved
in social-emotional learning at their child’s school
to enhance their parenting skills at home.
Ingram et al. (2007); CASEL (2019);
Pajares (2006); Pekrun et al. (2002);
Attribution
Parents attribute their lack of engagement to attend
school activities because they do not have time.
Schunk et al. (2014); Rueda (2011)

Parents attribute their lack of engagement in school
because they believe it is not their role.
Schunk et al. (2014); Rueda (2011)

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Organization
Clark and Estes (2008) affirm that to have a useful performance improvement, an
organization needs to create and deliver clear objectives for individuals and teams to reach. To
reinforce these organizational goals, each member of the organization must understand the
objectives that they aim to achieve. Barriers like lack of resources, insufficient resources, and
procedures must be identified for an organization to function effortlessly (Clark & Estes, 2008).
Resources. Clark and Estes (2008) describe that tangible resources and equipment are
necessary to advance an organization’s goal. Such impediments can affect the individual’s
desired outcomes and hinder the overall goal of the organization (Clark & Estes, 2008).
Therefore, adequate resources must be available to support the organization’s goal. The school
must schedule SEL workshops that accommodate parents’ schedules to ensure parent
development and success.
Parents need the school to schedule times in the morning, evening, and/ or weekend to
attend social-emotional learning (SEL) workshops. Parents must have the resources to assist
SEL workshops. Clark and Estes (2008) characterize resources as tangible supplies, materials,
and environmental needs. In the context of parents, schools must provide different times and
days to accommodate their schedules. The California Department of Education (2014)
encourages schools by providing a plethora of resources to engage parents in SEL education. A
Likert scale was used to assess the parents’ needs of resources from the organization. Open-
ended interview questions helped gain insight into scheduling workshops at different times and
days that can benefit parents’ schedules and increased participation in SEL workshops.
Policies, processes, and procedures. Policies, processes, and procedures refer to the
structure and framework of an organization to hold all stakeholders accountable (O’Day, 2002).

29

There are four types of accountability that are frequently used in public agencies: bureaucratic,
legal, political, and professional (Romzek & Dubnick, 1987). To keep schools accountable, the
bureaucratic model follows a procedural structure that hopes to meet its universal goal by
involving all stakeholders. The No Child Left Behind Act (NCLB) of 2001, states that schools
are responsible for providing mandated support for students and families. This includes a written
statement that reveals parent engagement and expectations. The act declares that parents play an
important part in deciding the best programs for the school to benefit all students.
Parents need policies, processes, and procedures in the school and district that align
with the goal of involving them in social-emotional learning (SEL) workshops to educate
parents. Parents need schools and districts to have policies, processes, and procedures that align
intending to deliver social-emotional education to parents. When policies align with the goals of
the school district, stakeholders can perform their job if issues arise. The California Department
of Education (2014) provides many resources to ensure that the school’s policies are intact. The
Family Engagement Framework handbook indicates a list of goals that leadership teams in
schools can use to meet the needs of the families. One leadership goal is to “ensure that all
schools have parent/family involvement programs (EC 11502 – 11504)” (California Department
of Education, 2014, p. 9). The handbook offers specific goals and expectations that can support
the goals of stakeholders. Organizations must have policies, processes, and procedures to allow
all stakeholders to do their job effectively.
Parents need the school to have policies/procedures that offer social-emotional
learning (SEL) workshops to support their adolescent child’s social emotional development at
home and at school. Parents need schools and districts to have policies, processes, and
procedures that offer SEL workshops to support their adolescent’s emotional development at

30

home and school (California Department of Education, 2014). Schools thrive when they have
policies, processes, and procedures that include all stakeholders. For example, Reyes and Elias
(2011) state that “effective parenting, for example, is generally good for the development of all
children” (p. 725). When an organization's plan is useful, and all stakeholders are involved,
every member can accomplish the goal.
Cultural model. According to Gallimore and Goldenberg (2001), cultural models are a
common understanding of how the world works or should operate. Often, cultural models
function effortlessly and go unnoticed by those who participate in them. Further, culture is a
combination of an individual’s values, beliefs, and emotions (Gallimore & Goldenberg, 2001).
Family structure and social environments can also shape a person’s culture and beliefs. To
encourage parent involvement in SEL workshops, schools must identify and understand the
families’ cultural beliefs.
Parents need to be a part of a school culture that supports their cultural beliefs and
involves social-emotional learning. To increase parent participation in SEL workshops, school
leaders must understand the culture and cultural beliefs of the parents. Razzino et al. (2003)
examined the acculturation of Central American adolescents in the United States and found that
they face barriers in a new country. Most adolescents face challenges in the new language and
struggle in school (Razzino et al., 2003). To close this gap, organizations can offer resources in
the language that the parents speak. Furthermore, understanding the needs of, and providing
resources to the parents can help them feel supported by their adolescent’s school. Table 4
shows the stakeholder’s influences and the related literature.

31

Table 4

Summary of Assumed Organization Influences on Parent’s Ability to Achieve the Performance
Goal

Assumed Organization Influences Research Literature
Author, Year; Author, Year.
Resources (time, finances, people)
Parents need the school to schedule times in the
morning, evening, and/ or weekend to attend social-
emotional learning (SEL) workshops.
California Department of Education. (2014)
Policies, Processes, & Procedures
Parents need policies, processes, and procedures in the
school and district that align with the goal of involving
them in SEL workshops.
NCLB (2001); California Department of
Education. (2014); O’Day, J. (2002)
Parents need the school to have policies/procedures that
offer SEL workshops to support their adolescent’s
social-emotional development at home and at school.
California Department of Education.
(2014); Reyes, J., and Elias, M.J. (2011)
Culture
Parents need to be a part of a school culture that
supports their cultural beliefs and involvement in
social-emotional learning.
Gallimore & Goldenberg (2001); Razzino et
al. (2003)

Chapter Two inquired about the knowledge, motivation, and organizational influences
related to parental engagement in SEL workshops for parents who have high school students.
The influences mentioned in this chapter were used as a foundation to collect data for Chapter
Three.

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CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the principal causes
of why TCHS struggles with parental involvement in SEL workshops. Knowledge, motivation,
and organization influences were evaluated to find the leading cause of the problem. A list of
possible or assumed causes was generated first and then were systematically examined to focus
on actual or validated causes that hinder the performance goal. All stakeholders are essential to a
study, but for practical purposes, the parents/guardians are the principal stakeholders in this
study. The question the study answered are the following:
1. What were the knowledge and skills, motivation, and organizational challenges
preventing parents from having 100% participation in SEL workshops at their adolescent
child’s school?
2. What are the knowledge and skills, motivation, and organizational recommendations for
increasing parent involvement in SEL workshops to benefit parent and school
relationships?
Conceptual and Methodological Framework
The gap analysis framework is a systematic and analytical approach that guides
organizational goals while also identifying gaps between the current and preferred performance
level (Clark & Estes, 2008). The stakeholder’s knowledge drove the assumed needs for the
performance gap and was supported by related literature. Surveys, interviews, and a literature
review were used to validate the stakeholder's needs. Research-based solutions were evaluated
and presented in Chapter Five. Four steps in the gap analysis process were addressed in this
chapter. Figure 1 shows the gap analysis process model.

33

● Step 1: Goals: Identify measurable performance;
● Step 2: Current performance status: Quantify the current achievement at each level;
● Step 3: Gaps: Determine gaps between goals and current performance;
● Step 4: Causes: Hypothesize and validate how knowledge, motivation, and organization,
impact the gap.
The additional steps of the Clark and Estes’ (2008) model of the gap analysis will not be
included in this chapter but will be discussed in Chapters Four and Five.
● Step 5: Solutions: Recommended proposed solutions to close the gap;
● Step 6: Implementation: Plan for implementing proposed solutions;
● Step 7: Evaluate and modify for continual improvement.

Figure 1. Steps in the gap analysis process from Clark and Estes (2008).

Assessment of Performance Influences
The gap analysis framework is critical in this study because it centers on the parents’
knowledge, motivation to achieve the objective and organizational barriers that may impede their
involvement in SEL at TCHS. The goal of gap analysis is to uncover the knowledge, motivation,
and organizational barriers that prevent parents from engaging in SEL. The assumed needs of

34

the performance gap were generated based on personal knowledge and related literature. These
needs were validated by using interviews, surveys, and a literature review. Research-based
solutions were recommended and evaluated comprehensively.
Knowledge Assessment
Anderson and Krathwohl (2001) state that there are four different types of knowledge:
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
The knowledge influences mentioned in Chapter Two were assessed, as presented in this chapter.
Table 5 provides an overview of the knowledge assessment methods, including sample survey
and interview questions.
Declarative factual knowledge. According to Ambrose, Bridges, DiPietro, Lovett, and
Norman (2010), declarative knowledge is when an individual can state or declare specific
knowledge or information. Parents needed to know the times and days of SEL workshops
(CASEL, 2019). Parents completed a survey to assess if they knew when SEL workshops were
occurring at school and whom to contact if they did not know. They also completed interview
questions that required their knowledge about SEL workshops at school.
Declarative conceptual knowledge. Parents needed to understand the relationship
between what they learned at the parent workshops and parental home engagement and student
development at home and school (CASEL, 2019). The use of inquiry methods, as recommended
by Anderson and Krathwohl (2001), allows participants to demonstrate their knowledge between
categories, principles, or structures that already exist. To acquire this knowledge, TCHS parents
completed a multiple-choice survey with questions about what they have learned at SEL
workshops about home and school engagement. Further, in the interview section, participants

35

had an opportunity to elaborate on the relationship between what they learn at the workshops and
how that impacts home and school engagement with their adolescent.
Declarative procedural knowledge. Awareness of skills, techniques, methods, and
steps are required for an individual to complete a task. Researchers should use inquiry methods
that focus on how participants show they know how to apply procedural knowledge (Krathwohl,
2002). For the survey section, parents had an opportunity to answer multiple-choice questions
that best answers the question of their procedural knowledge. In the interviews, participants
were asked to elaborate on the steps they take when they need to contact someone at TCHS
regarding their adolescent’s social-emotional health.
Declarative metacognitive knowledge. According to Krathwohl (2002), metacognitive
knowledge requires reflecting on the way one approaches a task and making necessary changes
to monitor one's progress. Krathwohl (2002) suggests using open-ended questions to measure
participants' knowledge at various stages of a task. In this study, parents receive open-ended
questions that require them to reflect on how they self-evaluate their learning as they attended
SEL workshops at their adolescent’s school. Survey responses were validated by asking parents
to think of what they have learned after a workshop, and how they apply it with their adolescent
at home.

36

Table 5
Summary of Knowledge Influences and Method Assessment
Assumed Knowledge
Influences
Survey Items Interview Items
Declarative Factual
(terms, facts, concepts)

Parents need to know the
days and times of SEL
workshops at their
adolescent child’s
school.
Mark all that apply. When it
comes to social-emotional
(SEL) workshops at my
adolescent child’s schools:
a. I know the times and dates
of when SEL workshops are
happening.
b. I do not know the schedule
for social-emotional (SEL)
workshops.
C. I know who to contact at
school if I do not know the
schedule for social-emotional
workshops.
Tell me how you know about the
social-emotional (SEL)
workshops at your child’s school.
Declarative Conceptual
(categories, process
models, principles,
relationships)

Parents need to know the
relationship between
what they will learn at
the parent workshops
and parental home
engagement and student
development at home
and at school.
Select the best answer.
Social-emotional learning
can benefit:
a. School performance
b. Identify and regulate
emotions*
c. Physical development
d. All of the above
Can you provide examples of
how social-emotional learning
(SEL) can benefit parents and
students at home and/or school?

37

Table 5, continued
Assumed Knowledge
Influences
Survey Items Interview Items
Parents need to know the
long-term benefits of
their involvement in
school SEL and
academic achievement.
Mark all that apply.
How does your involvement
in school workshops on SEL
influence students’
academic achievement?
a. Students are confident
in their studies.*
b. Students know that
they have support
from teachers, parents,
and staff.*
c. Students are
motivated to do well
in school and after.*
d. Students are
unmotivated to delve
in their academic
studies.
Can you provide examples of
how your involvement with
social-emotional learning
(SEL)can improve your
adolescent child’s academic
achievement?
Declarative Procedural
Parents need to know
how to build a
partnership with school
personnel to ensure the
student’s social-
emotional and academic
success.
Mark all that apply. To build
a partnership with school
personnel and support my
adolescent child’s social-
emotional learning, I do the
following:

a. I check in regularly
with my adolescent
child and ask them
how they are feeling
about school, friends,
and family.*
b. I speak with the
social-emotional
counselor about my
adolescent child.*
Walk me through the process
of how you talk to someone at
your adolescent child's school
about their social-emotional
(SEL) process?
Tell me how you start a
conversation with a teacher,
counselor, or school personnel
about your adolescent child’s
social-emotional (SEL) and/or
academic needs?

38

Table 5, continued
Assumed Knowledge
Influences
Survey Items Interview Items
Declarative Procedural
c. I can speak with my
student’s teachers if I
have any questions
regarding his/her
social-emotional
learning and/or
academics.*
d. I attend school
meetings and
participate in activities
about social-
emotional learning.*

Declarative
Metacognitive

Parents reflect about how
their involvement in
social-emotional
workshops at school can
build strong partnerships
between school day and
out-of-school-time with
their adolescent child.
Select the best answer. When
I think about my
involvement in social-
emotional learning, I think
about:
a. How social-emotional
learning can support
my adolescent child’s
emotional
development.*
b. The support I can give
to my adolescent child
at home using the
tools I am learning in
a social-emotional
(SEL) workshop.*
c. The positive
relationship I can
build with my
adolescent child.*
How do you know your
involvement in workshops about
social-emotional learning (SEL)
is progressing?

39

Motivation Assessment
The assumed motivation indices that affect parents’ participation in SEL workshops were
identified and discussed in Chapter Two. Four indices were used in this study. The motivational
indices include value, self-efficacy, mood, and attribution. Table 6 provides an overview of the
assessment methods used for this section: a sample survey and interview questions.
Value. The amount of motivation and performance that an individual place on a task is
due to their personal value (Pintrich, 2003). In this study, parents needed to value the SEL
workshops offered by the school. The assessment of value is intended to assess how parents rate
their value for SEL, as itemized in Table 6. The survey items for value were created from the
assumed motivation influences and were measured by a Likert scale. The interview section used
open-ended questions to gain insight and help validate participants’ responses (Clark & Estes,
2008).
Self-Efficacy. Self-efficacy refers to a person’s beliefs about his or her capabilities to
perform tasks or to succeed in activities (Usher & Pajares, 2008). For this study, the parents’
confidence in their efforts to attend SEL workshops and build a positive relationship with the
school was assessed through surveys and interviews. Through surveys, Clark and Estes (2008)
stated that the researcher could gain more in-depth insight into the participants’ confidence.
Bandura (2006) uses an efficacy rating scale that was used in this study to assess parents’
confidence in engaging in social-emotional education. The interviews used open-ended
questions to allow parents to elaborate on their confidence level further.
Mood. Mood is defined as a brief and low-intensity emotion that individuals experience
and can influence the way they respond to life’s events (Pajares, 2006; Pekrun et al., 2002). This
study surveyed the parents' mood about getting involved in SEL at TCHS to enhance their

40

parenting skills at home. Open-ended interview questions allowed the participants to explore
further their emotional perspective on SEL and the impact it may have on their adolescent (Clark
& Estes, 2008).
Attribution. Schunk et al. (2014) describe attribution as the process by which
individuals assign causes to their behaviors and actions. It is important to understand what to
attribute to the successes and failures of the desired task and its outcome to comprehend the
promising practice. Attribution theory describes that individual beliefs must be investigated in
an understanding of the relationship between belief and motivation (Schunk et al., 2014). In this
study, parents’ attribution to lack of engagement in school-related activities were assessed.
Clark and Estes (2008) state that open-ended questions serve as an opportunity to further explore
the participant's attribution to their lack of involvement in SEL workshops.
Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influences
Survey Items Interview Items
Value
Parents value the social-
emotional workshops offered at
school.

Select the best answer. I value
the social-emotional
workshops that my adolescent
child’s school offers.

A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree

How valuable is it to you that
workshops on social-
emotional learning (SEL) be
offered at your adolescent
child’s school?

41

Table 6, continued
Assumed Motivation
Influences
Survey Items Interview Items
Self-Efficacy
Parents are confident that, by
attending social-emotional
(SEL) workshops, they can
develop positive relationships
with their adolescent child’s
school.

Select the best answer. How
confident are you that your
participation in social-
emotional (SEL) workshops
can
a. Build a positive
relationship with your
adolescent child’s
school
b. Involved you in other
activities/meetings at
your adolescent child’s
school
c. Support you in
understanding why your
adolescent child’s
school focuses on
social-emotional
learning (SEL)
How confident are you that you
can continue to participate in
other social-emotional (SEL)
workshops, meetings, and
activities at your adolescent’s
school?
Mood Measuring Level of Agreement
with a Likert Scale on a Single
Question.

Parents need to feel positive
about getting involved in social-
emotional learning at their
child’s school to enhance their
parenting skills at home.
Select the best answer. I feel
comfortable to attend social-
emotional workshops to
enhance my parenting skills
with my adolescent student at
home.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree

How do you feel about
engaging in social and
emotional (SEL) conversations
with your adolescent?
How do you feel when your
adolescent talks to you about
their social and emotional (SEL)
thoughts and feelings?

42

Table 6, continued
Assumed Motivation
Influences
Survey Items Interview Items
Attribution
Parents attribute their lack of
school engagement to attending
social-emotional workshops
because they do not have
time.

Parents attribute their lack of
engagement in social-
emotional workshops at school
because they believe it is not
their role.
Select the best answer. I think
that schools demand many
needs from working parents.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree

Select the best answer. I think
schools need to do their part
and educate our students on
social-emotional skills without
our support.

A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
If you had more time, would
you attend school related
activities on social-emotional
learning (SEL)?

What do you believe are the
school’s responsibilities when it
comes to supporting your
child’s social and emotional
(SEL) education?

Organization, Culture, and Context Assessment
An organization must tackle barriers and offer supportive tools that can enhance an
individual’s opportunity to complete a goal (Clark & Estes, 2008). Chapter Two identifies the
assumed organizational barriers. Surveys and interview items were used to assess these
elements. Clark and Estes (2008) define culture as the core values, beliefs, goals, emotions, and
processes learned and developed over time by an individual. A Likert scale was used for
individuals to rate if they strongly agree or strongly disagree with the assumed influences
regarding the organization having to meet their goal. Table 7 lists the time used to gauge
organizational factors.
Resources. Clark and Estes (2008) characterize resources as tangible supplies, materials,
and environmental needs. Clark and Estes also suggest that to meet the organizational goal, the

43

organization must make tools and materials available to all stakeholders. In the context of
parents attending SEL workshops, resources are both psychological and physical. A Likert scale
was used to assess the parents’ needs of resources from the organization. Open-ended interview
questions helped gain insight into the school’s scheduling of SEL workshops.
Policies, processes and procedures. To reach an organizational goal, organizations
must have structures that interact together to achieve a common goal. Policies and procedures
properly support these structures. To close the achievement gap, Clark and Estes (2008) suggest
that assessing the organization in this area can help locate any organizational barriers that
prevent from meeting the goal. In this study, Likert scale survey questions addressed whether
school leaders were doing their part to provide SEL workshops that were convenient for parents.
In the interviews, parents could further elaborate on the schools’ SEL scheduling policies.
Culture. According to Gallimore and Goldenberg (2001), cultural models include an
individual’s values, perceptions, and beliefs. These personal views are often invisible to
members of an organization, while cultural settings are visibly stated for all members to see
(Gallimore & Goldenberg, 2001). For parents to be successful at learning about social-emotional
strategies, the organization needs to take into consideration their values, perceptions, and beliefs
(Clark & Estes, 2008). An organization with an environment of acceptance can increase parental
participation because parents feel welcomed (Smrekar & Cohen-Vogel, 2001). Surveys were
used to assess the culture of the organization (Clark & Estes, 2008). Further, the interview
questions allowed parents to discuss the school’s efforts to welcome their values, perceptions,
and beliefs.

44

Table 7
Summary of Organizational Influences and Method of Assessment
Assumed Organization
Influences
Survey Items Interview Items Observation/
Document Review
Resources
Parents need the school to
schedule times in the morning,
evening, and/ or weekend to
attend social-emotional (SEL)
workshops.
Select the best answer.
My adolescent child’s
school needs to offer
different times and/or
days for parents to
attend social-
emotional (SEL)
workshops.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Tell me about the
resources/
schedule that your
school provides in
order for you to
participate in
social-emotional
(SEL) workshops.

Policies, Processes, &
Procedures

Parents need policies,
processes, and procedures in
the school and district that
align with the goal of
involving them in SEL
workshops to educate parents.

Select the best answer.
The school’s policies,
processes, and
procedures support
my involvement with
the school’s
workshops on SEL.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree

Select the best answer.
I am encouraged to
visit my child’s school
often:

A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Tell me how the
school encourages
you to be involved
with your child’s
SEL.

FU: Is there
anything else the
school can do to
support your SEL
as a parent?

45

Table 7, continued
Assumed Organization
Influences
Survey Items Interview Items Observation/
Document Review
Policies, Processes, &
Procedures

Parents need the school to
have policies/procedures that
offer social-emotional (SEL)
workshops to support their
adolescent’s social-emotional
development at home and at
school.

Select the best answer.
The school’s
policies/procedures
on offering social-
emotional (SEL)
workshops
encourages me to
support my
adolescent child’s
social-emotional
(SEL) development at
home.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Tell me how the
school policies and
procedures
encourage you to
be involved in
your child’s social
and emotional
(SEL)
development?

FU: What can the
school do to
improve in this
area?

Culture
Parents need to be part of a
school culture that supports
their cultural beliefs and
involvement in social-
emotional learning.
Select the best answer.
The school understands
my cultural beliefs and
involvement in social-
emotional learning.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
P: Tell me how
you know that the
school understands
your cultural
beliefs?
FU: Tell me how
you know that the
school supports
your SEL?

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper was the parents/guardians of TCHS. They
are relevant stakeholders because they have a substantial influence on their adolescent’s
decisions and behaviors. The population for this study includes parents of students in grades 9
through 12. The school prides itself on offering SEL for all students; and, extends invitations to
parents to participate in SEL. However, parents are not actively getting involved in SEL. The

46

parents’ perspectives and experiences are relevant to this study because they can give insight on
how to close the achievement gap in social-emotional education at the high school level.
Sampling
Merriam and Tisdell (2016) suggest that purposeful sampling may be used to uncover
and comprehend participants’ perspectives. All participants selected were parents who have an
adolescent student enrolled at TCHS. The study’s approach was of convenience, chosen in part
due to the easy access and availability at the school.
Recruitment
Following the authorization from the school principal, the recruitment strategy was to
contact parents through the parents-school communication portal, Parent Square. Other
strategies included: phone calls, one-on-one meetings, and survey handouts, which included the
institutional review board (IRB) guidelines. The students also received a hard copy of the survey
during their advisory period for those parents who do not have access to Parent Square. The
surveys were printed in three languages: Spanish, English, and Korean. The participants were
asked to volunteer for a follow-up interview and, if they agreed, provide name and phone
number for further contact.
Instrumentation and Data Collection
The instrumentation for this study consisted of surveys and interviews. The influences
and methods of assessment listed above (Tables 5, 6, and 7) guided the survey and interview
design. The study followed the University of Southern California IRB approval, and parents
were invited to participate in surveys and interviews.

47

Survey Design and Data Collection
Survey items were used to measure the knowledge, motivation, and organizational needs,
as established in Clark and Estes’ (2008) framework. The assumed causes identified by the
literature and shown in Tables 5, 6, and 7 helped create the survey items. The survey was
available in Spanish, English, and Korean. The survey contained 15 questions and included
multiple-choice questions requiring participants to choose the best answers, Likert-scale items,
and inquiries that request participants to select all answers if they apply to them. Appendix A
presents a complete list of the survey items.
Surveys were delivered to participants via Parent Square with a link in the parents’
preferred language, and a hard copy was given to students to take home as well. The survey
period remained open for 30 days, with a weekly reminder to complete them if interested. The
returned surveys were retained for analysis and stored on a computer, while the hard copies were
locked in a file cabinet.
Interview Protocol Design and Data Collection
The interview protocol consisted of 15 items designed to help triangulate data. Interview
questions consisted of five items that belong to the knowledge influences section, five items
related to motivation, and five items that focused on organizational factors. Interviews were
conducted in person at TCHS during school hours. Interviews took approximately 60 minutes.
Participants were informed about the confidentiality of the interview. Any notes, transcriptions,
and recordings remained locked in a secure location and were password protected. Appendix B
shows the interview protocol form and questions.
The facilitator introduced the interview section with an overview of the process,
explanation of confidentiality, and an admonishment of intent to record. A semi-structured

48

approach was used to gain a more in-depth insight into the participants' experience (Merriam &
Tisdell, 2016). Additionally, a semi-structured interview allows the participant to dive deeper
into the discussion regarding the interview question (Maxwell, 2013). This also allowed the
interviewer to probe on specific responses and gave the participant a chance to reveal feelings
and behaviors about their learning on social and emotional education.
With the participant’s permission, the interview was recorded to capture information that
might not be easy to grasp when taking written notes. This study used JustPressRecord.com to
record audio and transcribe all interviews. Handwritten notes were taken during the interview,
and this helped the facilitator ask new questions for further elaboration (Patton, 2002).
Data Analysis
The study’s focus aims to find the achievement gap related to the parent’s involvement in
SEL education at TCHS. A mixed-methods approach was used to find the gap for this study.
Surveys and interviews were utilized while collecting data for this study. The following section
discusses the strategies used to analyze the data.
Surveys
This study used descriptive statistics to help summarize knowledge, motivation, and
organizational indices that affect parents’ decisions to attend SEL workshops. According to Fink
(2017), descriptive statistics are useful when attempting to interpret frequencies, frequency
distribution, and central tendencies. The survey responses regarding knowledge were
categorized as factual, conceptual, procedural, and metacognitive. The items in the motivation
section of the survey were categorized as value, self-efficacy, mood, attribution, and goal
orientation. Lastly, the organization-related items on the survey were separated into resources,
policies, processes, and procedures, and culture.

49

Interviews
Interviews were conducted in person at TCHS. Active listening and careful observations
are part of the interview process (Merriam & Tisdell, 2016). After the interviews, the researcher
reviewed and evaluated the transcribed recordings. The recordings and handwritten notes
allowed the researcher to compare notes and see if something was not captured during the actual
interview. Clark and Estes (2008) describe the comparison of these notes as purposeful for the
coding process of the knowledge, motivation, and organizational framework. The interview data
were categorized and coded to look for connections that relate to the individual’s codes
(Lichtman, 2017). Common themes were identified in the knowledge, motivation, and
organization tables.
Observations
Observations for this study are not available because the school did not host any SEL
workshops during that time.
Credibility and Trustworthiness of Data
The researcher used information from the surveys and interviews to triangulate data and
see how they inform each other. Triangulation, or collecting data from several sources, is a
valuable means for establishing credibility. Moreover, this step is central to maintaining
credibility and trustworthiness (Merriam & Tisdell, 2016).
The researcher engaged in a straightforward approach (Bogdan & Biklen, 2007) to gain
knowledge on parents’ involvement in SEL workshops at the school. The participants received
precise information about the purpose of the study, and their questions were answered. The
researcher ensured that the participants understood the purpose and their role in this study.

50

Role of Investigator
The investigator in this study is a high school counselor. The investigator works in the
field of social-emotional and academic support for students in grades 9 through 12. The
investigator is responsible for adhering to all aspects of IRB; these include protecting the validity
of the study and confidentiality of the participants.
Limitations and Delimitations
The study investigates one school within an organization that operates nine schools.
Thus, the small sample is a limitation. There is always a risk that the selected participants may
not adequately represent the body of stakeholders (Clark & Estes, 2008). Each parent has a
unique experience and might not reflect the overall parent population at TCHS.
The study can also run into the possibility of parents not being sincere in their written and
verbal responses. They can hold details or embellish their reasons for not engaging in SEL
workshops. Further, the results entail a certain margin of error stemming from the measures
used to validate responses.
Finally, the focus of this study was to explore the achievement gap related to parents’
involvement in SEL workshops at TCHS. The study is missing the perspectives of relevant
stakeholders, such as administrators, teachers, counselors, and students.

51

CHAPTER FOUR: RESULTS AND FINDINGS
The objective of this research was to examine the gaps at TCHS in terms of
implementing a system that encourages parents to become involved in SEL workshops. A needs
assessment was conducted regarding knowledge and skill, motivation, and organizational
resources. A list of assumed causes was generated from the assessment identified in Chapter
Three. The assumed causes were examined systematically to clarify and determine the
influences in each area. Chapter Four captures a mixed-methods approach used to collect data
that identified and validated the perceived causes of performance gaps. Surveys and interviews
were collected to understand the knowledge, motivation, and organization needs and assets
TCHS encountered related to involving parents in SEL workshops. Chapter Four will address
survey and interview results organized in domains corresponding to assumed knowledge,
motivation, and organization influences. Chapter Five will address potential solutions based on
validated causes of the needs at TCHS.
Participating Stakeholders
Parents were the stakeholders of interest in this study, and the survey data and interview
data were collected from these stakeholders. The parents at TCHS speak English, Spanish, and
Korean. Out of 400 students, 62 parents participated, completed, and returned the anonymous
parent survey (paper copy and online). Additionally, two parents participated in interviews. The
number of parents who participated in this study is low. The majority of the stakeholders work
during the day, and some have multiple jobs. Another reason for the low turnout may be that the
parents did not receive the information about this study through Parent Square.

52

Determination of Assets and Needs
Data was gathered through surveys and interviews and was used as a criterion to
determine the organization’s assets and needs based on the assumed causes. Chapter Three
discusses the assumed causes and descriptions of the survey. The results from the survey
provided a benchmark to determine the assets and needs of the assumed knowledge, motivation,
and organization influences. For survey data, a 70% threshold was used to determine if there
were needs or assets. Any influence with a percentage lower than 70% indicated a gap and a
need. Data from interviews were also used to challenge or confirm the survey results. The
interviews also served to further elaborate on the survey results and delineate differences
between survey results and interview data.
Results and Findings for Knowledge Causes
Surveys and interviews were used to assess parents’ knowledge of SEL workshops at
school. The results for each assumed cause are shown in the following categories: declarative
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
The results of knowledge surveys in Tables 8 through 22 and interview data were used to
determine whether assumed gaps are present.
Factual Knowledge
Influence 1. Parents need to know the days and times of social-emotional learning
(SEL) workshops at their adolescent child’s school.
Survey results. Parents were asked whether they knew when SEL workshops were
offered at TCHS, and if they knew whom to contact in case, they did not. The threshold for this
item is 70% due to the emphasis on parents’ knowing when to attend SEL workshops. As shown
in Table 8, 35.4% of parents know the times and dates of SEL workshops, and 19.3% of parents

53

know whom to contact about them. However, 37% of parents do not know the schedule for SEL
workshops. As none of the items meet the threshold, there is a need for parents to know the days
and times of SEL workshops.
Table 8
Survey Results for Factual Knowledge of SEL Workshops at TCHS
# Factual Knowledge Item
n = 62
% Count
Mark all that apply. When it comes to social-emotional learning
(SEL) workshops at my adolescent child’s school:

1 a. I know the times and dates of when social-emotional learning (SEL)
workshops are happening.*
35.4% 22
2 b. I do not know the schedule for social-emotional learning (SEL)
workshops.
37.0% 23
3 c. I know who to contact at school if I do not know the schedule for
social-emotional learning (SEL) workshops.

19.3% 12
Total 100% 62
*Correct response

Interview findings. The two parent participants declared they knew and could speak to
how the school communicates with them about SEL workshops. For example, Participant 1
stated, “I know about the workshops at the school because they are advertised on Parent Square
via text, phone calls go out, sometimes there’s signs around the school.” Participant 2 declared,
“Well, the school communicated by sending a text about the workshop.” These two participants
believe the school is communicating effectively with parents about SEL workshops, thus proving
this influence to be an asset.
Summary. The assumed influence was that parents know the dates and times of SEL
workshops at TCHS. Since only 35.4% could identify the dates and times of these workshops,

54

and the threshold is 70%, the parents did not demonstrate knowledge of these dates and times.
Although the two interviewees demonstrated awareness of these workshops, the survey is
weighted more because the sample size is larger than the interviews. Overall, this influence
indicates a need.
Conceptual Knowledge
Influence 1. Parents need to know the relationship between what they will learn at
the parent workshops and parental home engagement and student development at home
and at school.
Survey results. Results show that 74.2% of the participants correctly indicated that SEL
could benefit school performance, the ability to recognize and regulate emotions, and physical
development. The survey results exceeded the criteria of 70%, thus proving this influence to be
an asset.
Table 9
Survey Results for Conceptual Knowledge of SEL Workshops at TCHS
# Conceptual Knowledge Item
n= 62
% Count
Select the best answer. Social-emotional learning can benefit:
1 a. School performance 8.1% 5
2 b. Identify and regulate emotions 14.5% 9
3 c. Physical development 0 0
4 d. All of the above* 74.2% 46
5 *Participants chose more than one answer. 3.2% 2
Total 100% 62
*Correct response

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Interview findings. Both interviewees agreed that parents found SEL was a benefit for
them and their adolescents in school and at home. One parent stated, “I believe these workshops
are important for parents because a lot of times parents don’t know the correct way.” Further,
the participant stated that “they give you the tools on ways to approach your child so that you can
build that communication with your child.” The other parent believed that
It's important that we all attend these workshops and not give up. Our mindsets can
change when we attend these workshops. The world is always changing, and if we come
to these workshops we can learn and be prepared for all the changes.
Both participants seem to understand that there are positive outcomes to learning strategies on
social-emotional learning and can apply them at home.
Summary. Survey results indicated there is knowledge of the benefits of SEL workshops.
The interview findings also support that parents understand that SEL can teach them new
strategies to apply at home with their adolescents. Therefore, this influence is an asset.
Influence 2. Parents need to know the long-term benefits of their involvement in
school social-emotional learning (SEL) and academic achievement.
Survey results. As shown in Table 10, 70% of the participants indicated there is a
positive correlation between their involvement in SEL and their adolescent’s academic
achievement. Participants believe that, if they are learning about social-emotional strategies,
their students are confident in their studies, have more support from teachers, staff, and parents,
and are motivated to do well in school and after they graduate. Therefore, this influence is an
asset.

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Table 10
Survey Results for Conceptual Knowledge of Social-Emotional Workshops at TCHS
# Conceptual Knowledge Item
n= 62
% Count
Mark all that apply. How does your involvement in school workshops
on social-emotional learning (SEL) influence students’ academic
achievement?

1 a. Students are confident in their studies.* 12.9% 8
2 b. Students know that they have support from teachers, parents, and
staff.*
40.3% 25
3 c. Students are motivated to do well in school and after.* 16.7% 10
4 d. Students are unmotivated to delve in their academic studies. 4.8% 3
Total 100% 62
*Correct response

Interview findings. Both participants declared their involvement in school SEL
workshops teaches them how to communicate better and support their adolescent child’s
academics. Participant 1 emphasized “See, it goes hand-in-hand. If a child is depressed, for
example, they're not feeling good about themselves something's happening either outside or in
school [and] that will definitely impact the negative in their grades.” Participant 2 mentioned,
“Teachers spend all day with our children. I think that if we start having this conversation and
making it bigger, we can create a larger family where we can communicate and talk about
student learning.” These results conclude that parent involvement in SEL workshops can help
create a stronger support system for parents, teachers, and students. Thus, this influence is an
asset.
Summary. Survey results demonstrated that there is knowledge of how parental
involvement in SEL workshops can support academic achievement for high school students.

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Additionally, the interview data show that parents understand that their involvement is critical to
their adolescent’s academic success in high school. Overall, this influence is an asset.
Procedural Knowledge
Influence 1. Parents need to know how to build a partnership with school personnel
to ensure the student’s social-emotional and academic success.
Survey results. As shown in Table 11, parents were asked to indicate what they do to
support their adolescent child’s SEL, and 48.4% of parents selected that they check in regularly
with their students and ask how they are feeling about school, friends, and family. Also, 17.7%
indicated that they could speak with their adolescent child’s teachers if they have any questions
about SEL, 4.8% marked that they speak with their social-emotional counselor, and 1.6%
participate in school meetings and activities about SEL. The threshold for each item is 70% due
to the importance each item has on creating support systems for parents at the school. Therefore,
there is a need for parents to have procedural knowledge on building a partnership with school
personnel to ensure they are learning about SEL strategies to support their child, thus proving
this influence to be a need.
Table 11
Survey Results for Procedural Knowledge of Social-Emotional Workshops at TCHS
# Procedural Knowledge Item
n= 62
% Count
Mark all that apply. To build a partnership with school personnel and
support my adolescent child’s social-emotional learning, I do the
following:

1 a. I check in regularly with my adolescent child and ask them
how they are feeling about school, friends, and family.*
48.4% 30
2 b. I speak with the social-emotional counselor about my
adolescent child.*
4.8% 3

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Table 11, continued
3 c. I can speak with my student’s teachers if I have any questions
regarding his/her social-emotional learning and/or
academics.*
17.7% 11
4 d. I attend school meetings and participate in activities about
social-emotional learning.*
1.6% 1
Total 100% 62
*Correct response

Interview findings. Both participants know whom to contact at the school if they need
support with their adolescent child’s social-emotional wellness and academics. Participant 1
stated,
With the academics, I checked in with the counselor to make sure that he's on track to
graduate with all his credits. And when it comes to SEL, I just pop in all the time to chat
with them [counselors] or I usually see them at events that they have throughout the year.
The participant also shared “I feel very comfortable coming to the counselor at the school, and
asking for them to speak to my son. Maybe my son will feel more comfortable talking to a
counselor instead of mom.” Participant 2 indicated,
Well, I would speak with the counselor, Ms. J. I always look to speak with the principal,
the assistant principal, the teacher. I will ask for a meeting to try to find out what is
happening with my child if that is the case.
These results demonstrate that parents know whom to contact at TCHS for academic and social-
emotional support, thus proving this influence an asset.
Summary. Survey results demonstrated that parents need procedural knowledge on
building a partnership with school personnel, so they are learning about SEL strategies to support
their child. Although the two-parent interviewees know whom to contact at school to support

59

their child with SEL and academics, the survey is weighted more because the sample size is
larger than the interviews. Overall, this influence indicates that this is a need.
Metacognitive Knowledge
Influence 1. Parents reflect about how their involvement in social-emotional
learning (SEL) workshops at school can build strong partnerships between school day and
out-of-school-time with their adolescent child.
Survey results. Although the criteria for this item were 70%, as shown in Table 12, only
19.4% of the participants indicated they could apply the tools and strategies they learn at an SEL
workshop at home. The focus of this influence was to have participants reflect on how their
involvement in SEL workshops can support their child at home and school, thus demonstrating
participants’ lack of metacognitive knowledge. These results demonstrated a need for
improvement when it comes to the participants’ reflection and awareness of what they are
learning at SEL workshops.
Table 12
Survey Results for Metacognitive Knowledge of Social-Emotional Workshops at TCHS
# Metacognitive Knowledge Item
n= 62
% Count
Select the best answer. When I think about my involvement in social-
emotional learning, I think about:

1 a. How social-emotional learning can support my adolescent child’s
social-emotional development.
30.6% 19
2 b. The support I can give to my adolescent child at home using the tools
I am learning in a social-emotional learning (SEL) workshop.*
19.4% 12
3 c. The positive relationship I can build with my adolescent child. 46.8% 29
4 *Participants chose more than one answer. 3.2% 2
Total 100% 62
*Correct response

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Interview findings. Participant 1 is aware of her learning in SEL workshops. The
participant stated,
This year which had to do with substance abuse. See, that one is a good one to go to
because there are a lot of different drugs out there that are being masked in different
ways. There’s so many resources that I didn’t even know about that the counselors
provided when they presented it. I would say that's one of the best workshops because I
learned something different. I learned the different types of drugs, there are so many that
these children are taking and the resources that I did not know about.
Participant 2 struggled to answer the question after several clarification attempts.
Summary. Survey results indicated 19.4% of the participants could reflect on their own
learning of SEL workshops. Similarly, interview findings showed that 50% of the participants
had minimal metacognitive knowledge on their learning on SEL strategies. Overall, this
influence was shown to be a need.
Results and Findings for Motivation Causes
Value
Influence 1. Parents value the social-emotional learning (SEL) workshops offered at
school.
Survey results. Participants were asked to indicate how valuable SEL workshops were
for them. Parents had four answer choices ranging from “Strongly Disagree” to “Strongly
Agree.” As shown in Table 13, 48.4% of the participants marked that they strongly agreed they
value SEL workshops, and 46.8% agreed that SEL workshops are valuable. However, 1.6% of
participants do not place value in SEL workshops, while 3.2% indicated strong disagreement

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with finding value in SEL workshops. Overall, 95.2% of participants find value in SEL
workshops, thus making this influence an asset.
Table 13
Survey Results for Value Motivation of Social-Emotional Workshops at TCHS
# Value Motivation Item
n= 62
% Count
Select the best answer. I value the social-emotional learning workshops that
my adolescent child’s school offers.

1 a. Strongly Disagree 3.2% 2
2 b. Disagree 1.6% 1
3 c. Agree 46.8% 29
4 d. Strongly Agree* 48.4% 30
Total 100% 62
*Correct response

Interview findings. Both participants declared they find value in the SEL workshops
offered by TCHS. Participant 1 indicated,
I think it's very crucial that the school offer these different workshops because as parents
we think that we know what is best for our child, and not to say that the people at the
workshop are trying to tell us what to do, or this is how you parent, they are just giving
you tips, or maybe something that you just don't think of for your child.
Participant 2 stated,
Yes. That's the reason why I'm here today. I would like my voice to be heard. As a
parent, I see that our community needs a lot of help. There's a lot of students with a lot of
needs. There's a lot of students who come from different countries. And their minds
[are] stuck with a lot of trauma. The students who were also born in this country need the

62

social-emotional classes to have a better future. This can also help them and their
academics. They can also gain confidence. That way they know that their school offers
academic support and also social-emotional support. This generation shouldn't be going
through what they're going through right now.
According to both participants, they find value in the SEL workshops offered at the school their
student attends, thus proving this influence to be an asset.
Summary. Survey results indicated that parents find value in SEL workshops offered by
the school, exceeding the criteria of 70%. The interview findings also support that parents find it
valuable that TCHS offers SEL workshops for parents. Therefore, this influence is an asset.
Self-Efficacy
Influence 1. Parents are confident that, by attending social-emotional (SEL)
workshops, they can develop positive relationships with their adolescent child’s school.
Survey results. As shown in Table 14, only 37.1% of the participants indicated that they
are confident that their participation in SEL workshops can build a positive relationship with
TCHS. The focus of this influence was to have parents feel confident and build a relationship
with the school while engaging in discussions about social-emotional education, thus
demonstrating participants’ lack of self-efficacy. These results demonstrated a need for
improvement when it comes to the participants’ confidence to attend and develop positive
relationships with TCHS.

63

Table 14
Survey Results for Self-Efficacy Motivation of Social-Emotional Workshops at TCHS
# Self-efficacy Motivation Item
n= 62
% Count
Select the best answer. How confident are you that your participation
in social-emotional learning (SEL) workshops can:

1 a. Build a positive relationship with your adolescent child’s
school*
37.1% 23
2 b. Involved you in other activities/meetings at your adolescent
child’s school
21.0% 13
3 c. Support you in understanding why your adolescent child’s
school focuses on social-emotional learning (SEL)
37.1% 23
4 *Participants chose more than one answer. 4.8% 3
Total 100% 62
*Correct response

Interview findings. Both participants declared they are confident about attending SEL
workshops and building positive relationships with TCHS. Participant 1 stated, “I am very
confident, and I pretty much come to all the workshops, all the meetings, and activities. I am
very much involved in school.” Parent 2 expressed,
Yes. I can definitely be involved. I know that this is good for the students and also for
me as a parent. As parents, we need to learn the best material. We not only support our
students, but we also support ourselves. This can also help support other parents to come
to school. Especially when it comes to the socioemotional workshops because this topic
of socioemotional [learning may be] very strong for parents. If their social-emotional
health is not ok, they will not be well.
According to both participants, they are confident that by attending SEL workshops they
can develop a positive relationship with the school, thus proving this influence to be an asset.

64

Summary. The assumed influence was that parents are confident in attending SEL
workshops and build positive relationships with TCHS. Since 37.1% could indicate that their
participation in SEL workshops can build positive relationships with the school, the parents did
not demonstrate motivation and self-efficacy to fulfill this influence. Although the two
interviewees demonstrated they are highly motivated to participate in SEL workshops, the survey
is weighted more because the sample size is larger than the interviews. Overall, this influence is
a need.
Mood
Influence 1. Parents need to feel positive about getting involved in social-emotional
learning at their child’s school to enhance their parenting skills at home.
Survey results. Participants were asked to indicate how comfortable they felt attending
SEL workshops to enhance their parenting skills at home with their adolescents. Parents had
four answer choices ranging from “Strongly Disagree” to “Strongly Agree.” As shown in Table
15, 32.3% of the participants strongly agreed they feel comfortable attending SEL workshops at
school, and 58.1% agreed they were comfortable participating. However, 4.8% disagreed with
this influence, while 3.2% strongly disagreed. Overall, 90.4% of the participants agreed they felt
comfortable engaging in workshops on SEL at TCHS, thus making this influence an asset.

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Table 15
Survey Results for Mood Motivation of Social-Emotional Workshops at TCHS
# Mood Motivation Item
n= 62
% Count
Select the best answer. I feel comfortable to attend social-emotional
learning workshops to enhance my parenting skills with my
adolescent student at home.

1 a. Strongly Disagree 3.2% 2
2 b. Disagree 4.8% 3
3 c. Agree 58.1% 36
4 d. Strongly Agree* 32.3% 20
5 *Participants chose more than one answer. 1.6% 1
Total 100% 62
*Correct response

Interview findings. Both participants feel positive about becoming involved in SEL
workshops because they believe it helps them when they speak with their child. Participant 1
claimed,
For me, I find it very easy talking to my son. Because we even have a conversation about
sex. Also have to talk with his stepdad. I've had no issues. I feel comfortable. I know
some parents my standoff don't know how to approach that. I want my son to feel
comfortable to come to me with anything.
Participant 2 shared that she believes that education on SEL is imperative to her as she
states,
Like I said, I listen to them and I hug them. They also tell me that I know what's going
on with them before they actually tell me what's going on with them. I told them that I
have a lot of experience. I do not find it difficult to listen to them. I can definitely feel

66

their energy before they share what's going on with me. I always tell them that I love
them, and that I am here for them. And I am here for them for whatever they need. I tell
them that they are not alone, and they can count on me.
According to both participants, they are comfortable to attend workshops on SEL because
they believe it can enhance their parenting skills at home with their adolescent.
Summary. Survey results indicated that the participants feel comfortable attending SEL
workshops because it can enhance their parenting skills. The interview findings also support the
finding that parents feel comfortable. Therefore, this influence is an asset.
Attribution
Influence 1. Parents attribute their lack of school engagement to attend social-
emotional workshops because they do not have time.
Survey results. Results show that 58.1% of the participants disagree with the belief that
schools demand too much from working parents. Although the criteria are 70%, this influence
proves to be an asset because the majority of parents believe that what the school demands of
them are fair but might not have time to attend SEL workshops.

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Table 16
Survey Results for Attribution Motivation of Social-Emotional Workshops at TCHS
# Attribution Motivation Item
n= 62
% Count
Select the best answer. I think that schools demand many needs from
working parents.

1 a. Strongly Disagree* 11.3% 7
2 b. Disagree 46.8% 29
3 c. Agree 29.0% 18
4 d. Strongly Agree 8.1% 5
5 *Participants chose more than one answer. 4.8% 3
Total 100% 59
*Correct response

Interview findings. Both interviewees believe schools do not demand many needs from
parents. Participant 1 explained that, once parents participate in these workshops,
They don't necessarily have to share what's going on, but just to come in learn about
another parent. Because a lot of parents come to some of the events at school, they don't
know a lot of the other parents. So perhaps, they come and speak [to] another parent at
one of these workshops, then you might feel more comfortable to come to other events.
You know, it turns into a friendship. And then perhaps maybe if there is something going
on at home, that you know parent A talked to parent B about it, and they form this
friendship. Then they might feel more comfortable talking to another parent instead of
talking to a school counselor.

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Participant 2 mentioned,
While I do believe that it is the school's responsibility to offer these workshops for the
school. I believe parents have to put effort into making it to any of the meetings, and that
is why I am here today, to give my point of view.
Therefore, both participants believe that the school does not demand too much from working
parents.
Summary. The assumed influence was that participants think schools demand many
needs from working parents. Since only 58.1% disagree with this sentiment, the participants did
not demonstrate that they attribute not participating in SEL workshops to not having time.
However, the survey is weighted more because the sample size is larger than the interviews.
Overall, this influence indicates that this is an asset.
Influence 2. Parents attribute their lack of engagement in social-emotional
workshops at school because they believe it is not their role.
Survey results. Participants were asked to indicate if they believed schools should teach
social-emotional learning without parental involvement. 61.2% of parents believed that the
school needs their support to teach social-emotional skills to their children. The influence is an
asset because parents want to collaborate with the school when it comes to teaching SEL to their
adolescents.

69

Table 17
Survey Results for Attribution Motivation of Social-Emotional Workshops at TCHS
# Attribution Motivation Item
n= 62
% Count
Select the best answer. I think schools need to do their part and
educate our students on social-emotional skills without our support.

1 a. Strongly Disagree* 17.7% 11
2 b. Disagree 43.5% 27
3 c. Agree 29.1% 18
4 d. Strongly Agree 8.1% 5
5 *Participants chose more than one answer. 1.6% 1
Total 100% 61
*Correct response

Interview findings. Both participants declared that they do not believe schools should be
the only ones responsible for teaching social-emotional skills to their adolescents. Participant 1
stated,
Well, I don’t think all the responsibilities should go to the school. Social-emotional
education, that goes along with academics. There has to be a partnership; parents just
can't do anything just like the school staff can't do anything. We got to find common
ground and to meet in the middle. Work as a partner and do what is best for your student
or your child.
Similarly, Participant 2 agreed,
I don't believe that it is only the school's responsibility, but it's also the state’s
responsibility to make it mandatory for all schools to offer these workshops. If the state
doesn't provide funds for schools to offer these workshops how can we move and bring

70

other resources that will benefit the community? I believe our students deserve all these
resources. I believe that everyone needs to put in their grain of salt. Corporations and
others should also be involved and give, schools should not be the only ones teaching us
this. I think all voices are important. I would like this school to have all these resources
so they can be ready to support everyone.
Summary. The assumed influence was that participants think it is the schools’
responsibility to educate their adolescent child on SEL without parent support. 61.2% of parents
believe that the school and the parents should be responsible for teaching SEL strategies for
adolescents. The two parent interviewees confirm that schools and parents are responsible for
teaching SEL. Overall, results indicate this is an asset.
Results and Findings for Organization Causes
Resources
Influence 1. Parents need the school to schedule times in the morning, evening, and/
or weekend to attend social-emotional learning (SEL) workshops.
Survey results. As shown in Table 18, parents were asked if they believe TCHS needs to
offer different times and days for parents to attend SEL workshops. Results show that 82.3% of
parents indicated that they believe the school needs to offer different times and days to attend
SEL workshops. This influence indicates that there is an organizational need for the school to
provide different times and days for parents to attend workshops on SEL at school.

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Table 18
Survey Results for Organization Resources of Social-Emotional Workshops at TCHS
# Organization Resources Item
n= 62
% Count
Select the best answer. My adolescent child’s school needs to offer
different times and/or days for parents to attend social-emotional
(SEL) workshops.

1 a. Strongly Disagree 0% 0
2 b. Disagree 16.1% 10
3 c. Agree* 64.6% 40
4 d. Strongly Agree 17.7% 11
5 *Participants chose more than one answer. 1.6% 1
Total 100% 62
*Correct response

Interview findings. Both participants declared that the school does provide different
times and days for parents to participate in SEL workshops. Participant 1 stated,
The schedule that they provide for these workshops come via Parent Square. It changes.
Some of them will happen in the morning, and some of them happen in the afternoon,
4:00 pm. Just to give different opportunities for parents, some parents who are not able
to come, can make it in the afternoon.
Participant 2 expressed,
I believe that it is hard for parents to commit to these workshops because they are busy.
However, I also believe that it is up to the parent if they want to stay. For example, they
have to say they are going to come, then they can actually show up. I understand that
many of our parents are single parents, and they might not have the time to come, they
have to make time to come.

72

According to both participants, they believe the school offers a variety of times and days for
parents to attend SEL workshops; and ultimately believe it is up to the parent to decide to attend.
Summary. Survey results indicated that 82.3% of the participants believe there is an
organizational need for the school to provide different times and days for SEL workshops.
Although the two interviewees demonstrated that they disagree with the influence of the school,
offering different times and days, the survey is weighted more because the sample size is larger
than the interviews. Overall, this influence indicates that this is a need.
Policies, Processes, and Procedures
Influence 1. Parents need policies, processes, and procedures in the school and
district that align with the goal of involving them in social-emotional learning (SEL)
workshops to educate parents.
Survey results. As shown in Table 19, 82.3% of the participants agreed and strongly
agreed that the school’s policies, processes, and procedures support their involvement with SEL
workshops. The survey results exceeded the criteria of 70%, proving this influence as an asset.
Table 19

Survey Results for Organization Policies, Processes, and Procedures of Social-Emotional
Workshops at TCHS

# Organization Policies, Processes, and Procedures Item
n= 62
% Count
Select the best answer. The school’s policies, processes, and
procedures support my involvement with the school’s workshops on
social-emotional learning (SEL).

1 a. Strongly Disagree 3.2% 2
2 b. Disagree 6.4% 4

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Table 19, continued
# Organization Policies, Processes, and Procedures Item
n= 62
% Count
Select the best answer. The school’s policies, processes, and
procedures support my involvement with the school’s workshops on
social-emotional learning (SEL).

3 c. Agree 64.6% 40
4 d. Strongly Agree* 17.7% 11
5 *Participants chose more than one answer. 8.1% 5
Total 100% 57
*Correct response

Interview findings. Both participants declared that the school’s policies, processes, and
procedures align to support their learning as parents in SEL workshops. Participant 1 explained,
I think just by having the workshops. But there's times when the school puts out different
things on Parent Square. Just like updates and tips, which is really helpful. The school
does not only support the student, they want to be supportive of the parents.
Parent 2 agreed:
I am a parent who is heavily involved, to be honest with you. I started as a volunteer
here. And this is a very small school, so it was very easy for me to feel welcomed. I
believe that the involvement of parents can connect them with the school. By being
involved, these parents can stay informed and educated on what's going on in the greater
community within the school.
Both participants agreed that the school supports their involvement in SEL workshops and that
the school’s policies, procedures, and processes align with their needs.
Summary. Survey results indicated that the school’s policies, processes, and procedures
align with the needs to support the participant’s involvement in SEL workshops at school. The

74

interview findings also support that parents agreed the organization has systems in place to
support their involvement in SEL workshops. Therefore, this influence is an asset.
Influence 2. Parents need policies, processes, and procedures in the school and
district that align with the goal of involving them in social-emotional learning (SEL)
workshops to educate parents.
Survey results. As shown in Table 20, 82.3% of the participants agreed and strongly
agreed that the school’s policies, processes, and procedures encourage parents to visit TCHS
often. The survey results exceeded the criteria of 70%, therefore, proving this influence as an
asset.
Table 20

Survey Results for Organization Policies, Processes, and Procedures of Social-Emotional
Workshops at TCHS

# Organization Policies, Processes, and Procedures Item
n= 62
% Count
Select the best answer. I am encouraged to visit my child’s school often:
1 a. Strongly Disagree 3.2% 2
2 b. Disagree 12.9% 8
3 c. Agree 62.9% 39
4 d. Strongly Agree* 19.4% 12
5 *Participants chose more than one answer. 1.6% 1
Total 100% 62
*Correct response

Interview findings. Both participants expressed that they are encouraged to visit their
adolescent’s school often. Participant 1 declared, “The school works really hard as far as putting
out trying to get the parent, so you know what is going on at school. They have explored all

75

avenues of getting this message out to the families.” Participant 1 compared this school with her
older son’s school:
I feel that this is a lot better as far as reaching out to parents than my older son's school.
My older son is 8 years older than the one here. And his school was not a charter school.
I don't think I was ever told who was his counselor. I think I had to go down there and
figure out who it was. This school goes well above and beyond to get the word out.
Similarly, Participant 2 explained,
Yes. I try my best to also get to know all the school personnel here. Everyone knows me
here. Here at this school, I feel like I am heard. I feel like everyone here at this school
knows the needs that our families have.
Participant 2 further elaborated,
Here at the school I asked my daughter's, “Do the staff at [TCHS] ever ask you how
you're doing?” My daughters always tell me, “Yes, staff is always asking us” how are
you, how was your weekend?” And when my daughters tell me that, that brings me so
much joy.
Summary. By exceeding the criteria of 70%, survey results indicated that the school’s
policies, processes, and procedures encourage parents to visit the school. The interview findings
also support that parents agreed the organization has systems in place to support their
involvement in SEL workshops. Therefore, this influence is an asset.
Influence 3. Parents need the school to have policies/procedures that offer social-
emotional learning (SEL) workshops to support their adolescent child’s social emotional
development at home and at school.

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Survey results. As shown in Table 21, 88.7% of the participants agreed and strongly
agreed that the school’s policies, processes, and procedures on offering workshops encourage
parents to support their child’s SEL development at home. Therefore, this influence is an asset.
Table 21

Survey Results for Organization Policies, Processes, and Procedures of Social-Emotional
Workshops at TCHS

# Organization Policies, Processes, and Procedures Item
n= 62
% Count
Select the best answer. The school’s policies, processes, and
procedures on offering social-emotional (SEL) workshops
encourages me to support my adolescent child’s social-emotional
(SEL) development at home.

1 a. Strongly Disagree 0% 0
2 b. Disagree 9.7% 6
3 c. Agree 69.4% 43
4 d. Strongly Agree* 19.3% 12
5 *Participants chose more than one answer. 1.6% 1
Total 100% 61
*Correct response

Summary. Survey results indicated that the school’s policies, processes, and procedures
encourage parents to support their adolescent child’s SEL development at home. Interviews
were not conducted for this influence. Therefore, this influence is an asset.

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Culture
Influence 1. Parents need to be a part of a school culture that supports their cultural
beliefs and involvement in social-emotional learning.
Survey results. As shown in Table 22, 92% of the participants believe the school
understands their cultural beliefs and their involvement in SEL. Therefore, this influence is an
asset.
Table 22
Survey Results for Organization Culture of Social-Emotional Workshops at TCHS
# Organization Culture Item
n= 62
% Count
Select the best answer. The school understands my cultural beliefs and
involvement in social-emotional learning.

1 a. Strongly Disagree 4.8% 3
2 b. Disagree 3.2% 2
3 c. Agree 74.3% 46
4 d. Strongly Agree* 17.7% 11
Total 100% 62
*Correct response

Interview findings. Both participants believe that the school understands their cultural
beliefs and involvement in SEL. Participant 1 stated,
As far as with the school, whenever there's an event that is going on, they always have it
in English, Spanish, and they have a Korean translator. That way the message is getting
out to all groups of the parents. I don't feel like I'm being singled out. At this school, we
have more Spanish-speaking students and families and more Korean speaking families.
But that doesn’t bother me. And I've seen the school translate in Spanish or Korean. I

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am patient about that. Because I would be the same as if I went to an event that was
misspeaking and they would have to wait till it was translated in English.
Participant 2 shared,
If they understand me, that means that they are hearing me. For example, if I ask a staff
member that I need to speak with someone, I do not like it when they tell me “you know
what, you need to come back tomorrow.” Here, a staff [member] knows that, if the parent
is showing up at that moment, it is because that's the only time they have available for
support.
Summary. Survey results indicated that the school understands the parents’ culture and
involvement in SEL, by exceeding the criteria of 70%. The interview findings also support that
parents feel that the school understands their cultural beliefs and involvement in SEL. Therefore,
this influence is an asset.
Summary of Validated Influences
Tables 23, 24, and 25 show the knowledge, motivation, and organization influences for
this study; and whether they are an asset or a need.
Knowledge
Five influences were analyzed in the four domains of knowledge. The factual knowledge
influence proved to be a need. Procedural and metacognitive knowledge influences also
demonstrate that there is a need. Table 23 is an overview of the results of the assessment of each
assumed knowledge influence. Chapter Five will discuss recommendations to improve each
cause.

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Table 23
Summary of Assumed Knowledge Causes Demonstrated
Assumed Knowledge Influence Asset or Need
Factual
Parents need to know the days and times of SEL workshops at their
adolescent child’s school.
Need
Conceptual
Parents need to know the relationship between what they will learn at the
parent workshops and parental home engagement and student development
at home and at school.
Asset
Parents need to know the long-term benefits of their involvement in school
social-emotional learning (SEL) and academic achievement.
Asset
Procedural
Parents need to know how to build a partnership with school personnel to
ensure the student’s social-emotional and academic success.
Need
Metacognitive
Parents reflect about how their involvement in social-emotional workshops
at school can build strong partnerships between school day and out-of-
school-time with their adolescent child.
Need

Motivation
Five influences were analyzed in the five domains of motivation. Four influences proved
to be assets, while self-efficacy proved to be a need. Table 24 is an overview of the results of the
assessment of each assumed motivation influence. Chapter Five will discuss recommendations
to improve each area of need.

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Table 24
Summary of Assumed Motivation Causes Demonstrated
Assumed Motivation Influence Asset or Need
Value
Parents value the social-emotional workshops offered at school. Asset
Self-Efficacy
Parents are confident that by attending social-emotional (SEL) workshops,
they can develop positive relationships with their adolescent child’s school.
Need
Mood
Parents need to feel positive about getting involved in social-emotional
learning at their child’s school to enhance their parenting skills at home.
Asset
Attribution
Parents attribute their lack of school engagement to attending social-
emotional workshops because they do not have time.
Asset
Parents attribute their lack of engagement in social-emotional workshops at
school because they believe it is not their role.
Asset

Organization
Five influences were analyzed in the five domains of organization. The only influence
with a need is that of resources. Table 25 is an overview of the results of the assessment of each
assumed organizational influence. Chapter Five will discuss recommendations to improve
resources.

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Table 25
Summary of Assumed Organization Causes Demonstrated
Assumed Organization Influence Asset or Need
Resources
Parents need the school to schedule times in the morning, evening,
and/ or weekend to attend social-emotional (SEL) workshops.
Need
Policies, Processes, & Procedures
Parents need policies, processes, and procedures in the school and
district that align with the goal of involving them in social-emotional
workshops to educate parents.
Asset
Parents need policies, processes, and procedures in the school and
district that align with the goal of involving them in social-emotional
workshops to educate parents. (I am encouraged to visit my
adolescent’s school).
Asset
Parents need the school to have policies/procedures that offer social-
emotional (SEL) workshops to support their adolescent child’s social
emotional development at home and at school.
Asset
Culture
Parents need to be a part of a school culture that supports their
cultural beliefs and involvement in social-emotional learning.
Asset

Chapter Five discusses applicable recommendations based on empirical-based evidence.
The proposed solutions will be shared with the administrative team at TCHS.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Purpose of the Project and Questions
The focus of this study was to identify and close the performance gap relative to the
overall organizational goal of designing and implementing an evaluation system to monitor and
ensure 100% parental involvement in SEL workshops using the Clark and Estes (2008) gap
analysis model. The gap analysis framework focuses on identifying gaps between desired and
actual performance goals (Clark & Estes, 2008). The three domains of focus for the gap analysis
are knowledge, motivation, and organizational policies (Clark & Estes, 2008; Rueda, 2011).
The study was guided by the following questions:
1. What are the knowledge and skills, motivation, and organizational challenges preventing
parents from having 100% participation in SEL workshops at their adolescent child’s
school?
2. What are the knowledge and skills, motivation, and organizational recommendations for
increasing parent involvement in SEL workshops to benefit parent and school
relationships?
Recommendations to Address Knowledge, Motivation, and Organization Influences
The gap analysis process model by Clark and Estes (2008) was applied for this study to
identify the goal and the gap between the desired outcomes and current performance. The
participants completed a survey and interviews to identify the causes of the gap. Additionally,
previous studies related to this topic were used to support the construction of the survey
questions and examine the potential causes of the gap. The surveys and interview results were
used to identify the gaps. Chapter Five will address the second research question: What are the

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knowledge and skills, motivation, and organizational recommendations for increasing parent
involvement in SEL workshops to benefit parent and school relationships?
The following tables demonstrate the gaps found through survey and interview results.
The gaps were derived from the assumed knowledge, motivation, and organization influences.
Each influence was designated to address the highest priority for achieving the organization’s
goal. The recommendations to address each influence are based on evidence-based principles.
Each table follows an analysis for each high-priority cause, the principle, and support for the
solution.
Knowledge Recommendations
Introduction. The conceptual framework for this study was Clark and Estes’ (2008) gap
analysis. The data from the analysis demonstrated that there is a declarative factual, procedural,
and metacognitive knowledge need. Table 26 lists the causes, priority, principle, and
recommendations. As indicated, these influences have a high priority to achieve the
performance goal. Table 26 also demonstrates the recommendations for these influences based
on theoretical principles.
Table 26
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset or
Need
Principle and
Citation
Context-Specific Recommendation
Factual
Parents need to know the
days and times of social-
emotional learning (SEL)
workshops at their
adolescent child’s school.

Need Integrating
auditory and visual
information
maximizes
working memory
capacity (Mayer,
2011).
Provide parents with information
and steps on how to access Parent
Square (parent portal). Parents will
have the opportunity to choose how
to receive school information (via
phone call, text, and/or email) about
SEL workshops at school.

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Table 26, continued
Assumed Knowledge
Influence
Asset or
Need
Principle and
Citation
Context-Specific Recommendation
Conceptual
Parents need to know the
relationship between what
they will learn at the parent
workshops and parental
home engagement and
student development at
home and at school.
Asset How individuals
organize
knowledge
influences how
they learn and
apply what they
know (Schraw &
McCrudden, 2006).
Provide parents with infographics to
show them what they will learn at
the parent workshops and how they
can apply it at home with their
adolescent child.
Parents need to know the
long-term benefits of their
involvement in school
social-emotional learning
(SEL) and academic
achievement.

Asset How individuals
organize
knowledge
influences how
they learn and
apply what they
know (Schraw &
McCrudden, 2006).
Provide parents with infographics
that detail how SEL support from
parents can have long-term positive
effects on their child’s mental health
and academic achievement.
Procedural
Parents need to know how
to build a partnership with
school personnel to ensure
the student’s social-
emotional and academic
success.
Need To develop
mastery,
individuals must
acquire component
skills, practice
integrating them,
and know when to
apply what they
have learned
(Schraw &
McCrudden, 2006).
Provide parents with a job aid or
informatic to show them how to
connect with school personnel via
phone call, text, email, and/or
visiting the school. Once parents
make the connection they will know
who personnel is for further support
with their own procedural
knowledge.
Metacognitive
Parents reflect about how
their involvement in social-
emotional learning (SEL)
workshops at school can
build strong partnerships
between school day and
out-of-school-time with
their adolescent child.
Need Metacognitive
strategies facilitate
learning (Baker,
2006).
Provide opportunities for learners to
debrief the thinking process upon
completion of a learning task on
social-emotional learning through
journaling.

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Declarative knowledge solutions. One assumed knowledge influence demonstrated
needs. Parents need to know the times and days TCHS offers SEL workshops. Schraw and
McCrudden (2006) advise that, when information is learned in a meaningful way, it connects
easily with prior knowledge and is stored more rapidly with accurate memory. Prior knowledge
is important in the learning process because it organizes and connects the new knowledge
acquired with that in the long-term memory and expands space in the working memory
(Ambrose et al., 2010; Mayer, 2011; Rueda, 2011). Further, Schraw and McCrudden (2006)
inferred that, once individuals have developed a grasp of the content, they begin to combine
knowledge and know when to use what they have learned. Therefore, it is recommended for
high school parents to use their prior knowledge on how to contact the school to receive
information on days and times for SEL workshops.
Conceptual knowledge solutions. Two assumed knowledge influences proved to be
assets. Parents need to know the relationship between what they will learn at the workshops,
home engagement, and student development. Additionally, parents need to know the long-term
benefits of their involvement in SEL. Schraw and McCrudden (2006) indicated that, when
information is meaningful to an individual, they are likely to remember it and connect it with
prior knowledge. Mayer (2011) stated that auditory and visual information could support the
individual in retaining and storing information in the working memory. Therefore, it is
recommended that the school continue to offer workshops because parents understand that what
they learn can be applied at home with their adolescent.
Procedural knowledge solutions. One assumed knowledge influence demonstrated a
need. Parents need to know how to build a partnership with school personnel to ensure the
student’s social-emotional and academic success. Mayer (2011) explained that, for individuals

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to achieve learning, they must continuously organize and practice modeled behaviors. Schraw
and McCrudden (2006) indicated that to develop mastery, individuals must have complex tasks
broken down so that they can think about how to approach the content strategically. Krathwohl
(2002) explained that procedural knowledge provides the ability to choose when and how to use
skills. Guidance, modeling, and feedback are some of the strategies to improve learning and
performance (Bandura, 1991). Therefore, it is recommended that parents are shown how to build
a partnership with school personnel and provided opportunities to practice the skill of contacting
school personnel.
Metacognitive knowledge solutions. One assumed knowledge influence demonstrated a
need. Parents reflect on how their involvement in SEL workshops at school can build strong
partnerships between the school day and out-of-school-time with their adolescent child.
Metacognition refers to an individual’s cognitive awareness (Krathwohl, 2002). Metacognitive
knowledge is imperative because it allows the learner to reflect on the completed task (Baker,
2006). Individuals can increase their metacognitive awareness and become self-regulated
learners when they reflect on their learning (Baker, 2006). This stage also provides them with
the opportunity to choose when and how to implement useful strategies (Mayer, 2011).
Therefore, it is recommended that parents reflect and evaluate their learning on SEL after a
workshop by completing a worksheet, journaling, or sharing out. This exercise will increase
their cognitive awareness and aid in the transfer of knowledge from one topic to another by
discussing it with other parents, counselors, or their adolescents.
Motivation Recommendations
Introduction. Table 27 includes the assumed motivation influences and their priority.
These include value, self-efficacy, mood, and attribution. Based on the analysis of the data, there

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is one self-efficacy need. Table 27 lists the causes, priority, principle, and recommendations. As
indicated in Table 27, these influences have a high priority to achieve the performance goal.
Table 27 also demonstrates the recommendations for these influences based on theoretical
principles.
Table 27
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset or
Need
Principle and Citation Context-Specific
Recommendation
Value
Parents value the social-
emotional learning (SEL)
workshops offered at
school.
Asset Rationales that include a
discussion of the
importance and utility
value of the work or
learning can help
learners develop
positive values (Eccles,
2006; Pintrich, 2003).
Provide parents with
informational pamphlets that
show how parent involvement
with TCHS can support the
parent and student.
Self-Efficacy
Parents are confident that
by attending social-
emotional (SEL)
workshops, they can
develop positive
relationships with their
adolescent child’s school.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Pajares (2006) found
that, when individuals
master a task, self-
efficacy increases.

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).
Provide parents with
encouragement and recognition
when they attend SEL
workshops.

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Table 27, continued
Mood
Parents need to feel positive
about getting involved in
social-emotional learning at
their child’s school to
enhance their parenting
skills at home.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).
Provide parents with
testimonials from parents who
have attended SEL workshops,
and capture how they feel about
SEL learning and parenting at
home.

Provide parents with time to
chat with counselors,
administrators, and teachers
after the SEL workshop.

Attribution
Parents attribute their lack
of school engagement to
attending social-emotional
workshops because they
do not have time.
Asset Learning and motivation
are enhanced when
individuals attribute
success or failures to
effort rather than ability.
(Anderman &
Anderman, 2006)
Provide parents with
pamphlets, visuals, online
information through Parent
Square (parent portal) on
testimonials from parents who
attribute success with their
adolescent’s social-emotional
well-being by attending SEL
workshops
Parents attribute their lack
of engagement in social-
emotional workshops at
school because they
believe it is not their role
Asset Provide feedback that
stresses the process of
learning, including the
importance of effort,
strategies, and potential
self-control of learning.
(Anderman &
Anderman, 2006)
Provide parents with
pamphlets, visuals, online
information through Parent
Square (parent portal) on
testimonials from parents who
attribute success with their
adolescent’s social-emotional
well-being by attending SEL
workshops.

Value solutions. One motivational influence proved to be an asset. Parents value the
SEL workshops offered at school. When individuals attribute their success or failure to effort
instead of ability, a significant change occurs in their learning and motivation (Anderman &
Anderman, 2006). Eccles (2206) stated that, when individuals value a task, they gain
confidence, and motivation in their ability to complete the task increases based on prior
successes. Therefore, it is recommended that the school provide parents with informational

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pamphlets that show how parent involvement with TCHS can support the parent and student
relationship.
Self-efficacy solutions. One motivation influence demonstrated a need. Parents are
confident that, by attending SEL workshops, they can develop positive relationships with their
adolescent’s school. According to Pajares (2006), high self-efficacy can have a positive effect
on an individual’s motivation. Additionally, individuals' self-efficacy increases when they
receive feedback, and a task is modeled (Pajares, 2006). When individuals successfully master a
task, self-efficacy increases (Pajares, 2006). Therefore, parents will receive pamphlets with
information about parents' experiences in attending SEL workshops and how that has positively
improved the relationship with their adolescent child.
Mood solutions. One motivational influence proved to be an asset. Parents need to feel
positive about getting involved in SEL at their child’s school to enhance their parenting skills at
home. Eccles (2006) affirms that learning and motivation are enhanced if the learner values the
task. When learners have positive expectations for success, their learning and motivation are
enhanced (Pajares, 2006). Additionally, modeling, showing enthusiasm, and being interested in
the task are positive elements that can engage the learner (Eccles, 2006). Therefore, it is
recommended that the school provide testimonials from parents who have attended SEL
workshops and captured how they feel about SEL learning and parenting at home.
Attribution solutions. Two motivation influences demonstrated needs. Parents attribute
their lack of attending SEL workshops to a lack of time and to a belief that it is not their role to
do so. When individuals attribute success or failures to effort rather than ability, learning, and
motivation are enhanced (Anderman & Anderman, 2006). Further, timely feedback that focuses
on the process of learning, like the importance of effort, strategies, and potential self-control of

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learning, can enhance individuals' motivation (Anderman & Anderman, 2006). Therefore, it is
recommended to provide parents with pamphlets, visuals, online information through Parent
Square on testimonials from parents who attribute success with their adolescent’s social-
emotional well-being by attending SEL workshops.
Both attribution influences proved to be assets. Parents do not attribute attending SEL
workshops because they do not have time.
Organization Recommendations
Introduction. Table 28 includes the organizational influences with all assumed
organization influences and their priority. The organization's influences in Table 28 include
resources, policies, processes, and procedures, and culture. Based on the analysis of the data
collected, there is one resource needed. Table 28 lists the causes, priority, principle, and
recommendations. As indicated in Table 28, these influences have a high priority to achieve the
performance goal. Table 28 also demonstrates the recommendations for these influences based
on theoretical principles.

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Table 28
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Asset or
Need
Principle and Citation Context-Specific
Recommendation
Resources
Parents need the school to
schedule times in the
morning, evening, and/ or
weekend to attend social-
emotional learning (SEL)
workshops.

Need Effective change efforts
ensure everyone has the
resources to do their job
(Clark & Estes, 2008).
Provide parents with a survey
twice a year, one at the
beginning of the year, and the
beginning of semester two that
asks what times and days work
best for them.

Each grade-level counselor (4)
can host the same session at a
different time and day to meet
the needs of the parents.
Policies, Processes, and
Procedures

Parents need policies,
processes, and procedures
in the school and district
that align with the goal of
involving them in SEL
workshops.
Asset Effective change begins
by addressing
motivation influencers;
it ensures the group
knows why it needs to
change. It then
addresses organizational
barriers and then
knowledge and skills
needs (Clark & Estes,
2008).
Provide parents with
infographic copies (English,
Spanish, and Korean) that
address their need to attend
workshops based on the district
and school’s policy.
Parents need the school to
have policies, processes,
and procedures that offer
SEL workshops to support
their adolescent’s social-
emotional development at
home and at school.
Asset Effective change begins
by addressing
motivation influencers;
it ensures the group
knows why it needs to
change. It then
addresses organizational
barriers and then
knowledge and skills
needs (Clark & Estes,
2008).
Provide parents with surveys
that ask them to state what
workshops are of interest and in
need.

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Table 28, continued
Culture
Parents need to be a part of
a school culture that
supports their cultural
beliefs and involvement in
social-emotional learning.
Asset Effective change begins
by addressing
motivation influencers;
it ensures the group
knows why it needs to
change. It then
addresses organizational
barriers and then
knowledge and skills
needs (Clark & Estes,
2008).
Provide parents with surveys
that require them to state what
the school can continue to do to
support their cultural beliefs.

Resources solutions. One influence in organizational resource demonstrated a need.
Parents need the school to schedule times in the morning, evening, and weekend to attend SEL
workshops. According to Clark and Estes (2008), effective change efforts ensure everyone has
the resources to do their job. Tuckman (2009) recommends that desirable behaviors can occur if
the environment is created first. Prompt feedback and reinforcement can also support desirable
behaviors (Tuckman, 2009). Therefore, it is recommended that parents take a survey where they
indicate the best times and days to attend an SEL workshop. Based on the data, the school can
assign one of the counselors to host the same session at a different day and time.
Policies and procedures solutions. Two organizational influences in policies and
procedures demonstrated to be assets. Parents need policies, processes, and procedures in the
school and district that align to involve them in SEL workshops. Parents need the school to have
policies, processes, and procedures that offer SEL workshops to support their adolescent’s
social-emotional development at home and school. Clark and Estes (2008) note that effective
change starts when organizations address motivation influencers. Informing the group of why
change needs to happen follows (Clark & Estes, 2008). Individuals are then informed of
organizational barriers, knowledge, and skills needed (Clark & Estes, 2008). Therefore, it is

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recommended that parents take a survey that asks them to state what workshops are of interest
and in need. Based on the data collected from the surveys, the school can design workshop
topics on parents’ priority.
Cultural solutions. One organizational influence in culture demonstrated to be an asset.
Parents need to be part of a school culture that supports their cultural beliefs and involvement in
SEL. When individuals and leaders communicate openly and continuously share news about
plans and progress, an organization’s performance increases, and trust is promoted (Clark &
Estes, 2008). Therefore, parents will be surveyed and asked how the school can continue to
support their cultural beliefs.
Summary of Knowledge, Motivation and Organization Recommendations
The recommendations made for the knowledge solutions will be implemented
purposefully. Parents will be provided with opportunities to download Parent Square at the
beginning of the year during orientation, as it has the highest parent involvement. To facilitate
parents' conceptual knowledge, parents will receive an informatic that illustrates who school
personnel are, and the people they need to connect with for any questions on SEL workshops.
To ensure parents reflect on their learning, they will be issued a journal to take notes during SEL
workshops and encouraged to share their thoughts during the session.
Motivation recommendations will be implemented to improve self-efficacy and
attribution. The organization will issue pamphlets via Parent Square that showcase the
experiences of parents who attend SEL workshops and how that has positively improved the
relationship with their child. Further, counselors can support by reaching out to parents who
have previously participated in SEL workshops. Finally, the organization will issue pamphlets

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via Parent Square that emphasizes parents’ attribution to make time to and understand that they
do play an essential role in SEL.
The recommendations for the organization include practical resources for parents to
attend SEL workshops. Parents need the organization to schedule times that work best for them.
Therefore, to plan SEL workshops accordingly, the school will survey parents twice a year. If
parents are available at different times and days, each counselor will host a session for their
grade level.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need and Expectations
The mission of TCHS is to “provide holistic, inclusive support for all students to achieve
academic excellence and grow their unique talents so that they find joy and fulfillment in higher
education, career, and life.” The goal of TCHS is that by June 2021, TCHS will implement
recommendations made for administrators, counselors, and parents to increase the number of
parents in SEL workshops.
The district’s goal requires that TCHS parents be included and provided with the
necessary resources to involve them in their adolescent’s academic and SEL. In essence, it is
necessary to identify the parents’ knowledge, motivation, and organization assets and needs to be
required to apply for the program. Along these lines, the stakeholder of focus for this study are
parents of 9th, 10th, 11th, and 12th-grade adolescents at TCHS.
This study examined the limits that prevent the stakeholder from achieving the district's
goals. This study examined the knowledge, motivation, and organizational barriers. The desired
outcome for the stakeholder is that the organization revisits their LCAP goals and strategizes
new ways to involve parents with considerations on times and days, informatics to connect with

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school staff, reflection time during workshops, and parent testimonies to encourage parent
involvement.
Implementation and Evaluation Framework
This study will implement and evaluate a plan followed by the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2015). The new model was developed from the Kirkpatrick
Four-Level Model of Evaluation. The purpose of the Kirkpatrick Model is to observe the effect
training has on an organization. The framework also argues that the evaluation process is
imperative because it improves the organization’s performance; and demonstrates the value of
the training and provides individuals with the opportunity to apply what they have learned. The
Kirkpatrick Model indicates that any effective training needs to begin with the ultimate goal and
the organization’s desired results. Therefore, it is recommended that the organization work
backward and focus on the participants’ behaviors, learning, and reactions.
There are four levels that make the Kirkpatrick Model successful. The Four Levels of the
Kirkpatrick Model are (4) Results, (3) Behavior, (2) Learning, (1) Reaction (Kirkpatrick &
Kirkpatrick, 2015). Level 4, Results, focuses on the degree to which targeted outcomes take
place as a result of training and support (Kirkpatrick & Kirkpatrick, 2015). Level 3, Behaviors,
determine the critical behaviors that participants will need to achieve and apply based on what
they learned through the training (Kirkpatrick & Kirkpatrick, 2015). Level 2, Learning, indicates
the skills and knowledge that participants will acquire from the training, along with
demonstrating new confidence, attitude, and commitment (Kirkpatrick & Kirkpatrick, 2015).
Lastly, Level 1, Reaction, examines the degree to which participants find the training to be
relevant, favorable, and engaging in their lives (Kirkpatrick & Kirkpatrick, 2015).

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Level 4: Results and Leading Indicators
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2015) evaluates whether
the training and support served its purpose to achieve the targeted outcomes (Kirkpatrick &
Kirkpatrick, 2015). According to Kirkpatrick and Kirkpatrick (2015), an evaluator must classify
the organization’s leading indicators that move them towards achieving its goal. Table 29 shows
the leading indicators, short-term observations, and measurements that indicate that the
organization is moving towards achieving its desired goal (Kirkpatrick & Kirkpatrick, 2015).
The table also demonstrates the internal and external metrics and outcomes, as well as a plan to
evaluate the organization’s goal. The external outcomes are defined by the effects out of the
organization’s control. The internal outcomes must be accomplished first to meet the external
outcomes. This step is significant in the evaluation process because the leading indicators
support the organization in achieving its intended purpose. The internal indicators are identified
as an individual, team, department, and organization’s outcomes. External outcomes are
identified as a client, customer, market, and industry response. Table 29 describes the indicators
and desired outcomes for the organization.

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Table 29
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase the number of
communications with local
newspapers to increase
awareness about SEL
workshops at TCHS.
Number of newspapers who agree
to publish information about SEL
workshops at TCHS.
Track the number of newspaper
or media clippings that publish
information about SEL
workshops at TCHS.
Increase the community’s
perception of the school by
inviting community mental
health organizations to
conduct a workshop on SEL
at TCHS.
Number of community mental
health organizations that agree to
lead a workshop on SEL at TCHS.
Community mental health
organizations are contacted to
follow up and ask about their
perception of the school.
Internal Outcomes
Increase the number of
parent-counselors contact
the first month of school.
Number of phone calls, emails, or
text by all four counselors.
Every month.
Increase the number of
parents who attend SEL
workshops.
Number of parents who attend SEL
workshops.
Every month.
Decrease the number of
suicide risk assessments.
Number of suicide risk assessments
completed by counselors.
Every month.

Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick (2015) identify Level 3 as the stage
where participants can apply what they learned at the training and use it on the job. Table 30
demonstrates the specific metrics, methods, and timing for each of these outcome behaviors.
The first critical behavior is that, at the beginning of the year, all TCHS parents will sign up to
attend one or more SEL workshops. The second critical behavior is that they demonstrate an
understanding of SEL concepts by completing a worksheet, journaling, or sharing out during the

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session. Lastly, the third critical behavior is that they share their testimony on how SEL
workshops have influenced their lives.
Table 30
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
TCHS parents will
sign up to attend an
SEL workshop
throughout the year
The number of names
that sign up for an
SEL workshop
Working document that
divides each grade level
with the grade-level
counselor and its shared
with administrators
Every month
TCHS parents will
demonstrate their
understanding of the
SEL workshops by
completing
worksheets or
journaling, and
sharing out.
Number of parents
who participate in
SEL workshops
Working document
shared with
administrators
Every month
TCHS parents share
their testimony on
how SEL workshops
have influenced their
lives.
Number of parents
who share their
testimony
Working document
shared with
administrators and
counselors
Every other
month

Required drivers. Required drivers are “processes and systems that reinforce, monitor,
encourage, and reward performance of critical behaviors” (Kirkpatrick & Kirkpatrick, 2015,
p.53). Organizations must provide support and accountability measures to the critical behaviors
that the stakeholders must perform. Organizations must reinforce, encourage, reward, and
monitor the stakeholder's progress. The four required drivers hold everyone accountable. The
stakeholders of this study are the parents of TCHS students. Administrators and leadership at the
organization are responsible for the stakeholder’s success. Therefore, the required drivers
suggest that parent participants will feel supported to continue the critical behaviors once the

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workshops are complete. Table 31 shows the recommended required drivers that include a
method, timing, and critical behaviors.
Table 31
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Follow-up email sent to TCHS
parents.
Once a month after the
workshop.
1, 3

Continued access to the SEL
PowerPoint on Parent Square.
Ongoing. 2, 3
Providing a list of upcoming
SEL workshops at our school.
Ongoing. 1
Encouraging
Continued support from
counselors and administrators.
Ongoing. 1, 2, 3
A parent testimonial is
showcased on Parent Square.
Monthly. 1, 2, 3
Parent-parent collaboration time
during SEL workshops.
Monthly. 1, 2, 3
Rewarding
Administrators publicly
recognize parents who have
attended more than two sessions.
Monthly. 2, 3
Counselors conduct raffles at
SEL workshops for parents.
Monthly. 1
Monitoring
Observation by administrators. Monthly. 1, 2, 3
Parents complete surveys to
suggest topics on SEL that they
are interested in.
End of each semester. 1, 2

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Organizational support. The organization will need to support the stakeholder’s critical
behaviors to meet the goal. First, the organization will have to review the mission and vision
statement. Second, the organization will have to evaluate available resources and current
workload. Third, the organization will have to provide collaboration time for administrators and
counselors to redesign the SEL program for parents. The organization needs to provide weekly
staff meetings where counselors and administrators can openly communicate their plans and
progress. Also, the organization needs to reserve time to collect and analyze data from SEL
workshops. To ensure the organization’s goal is met, monthly SEL workshop attendance reports
and counselor-parent phone calls, texts, and email reports will be shared.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2015) define Level 2 as “the degree to which individuals
acquire the intended knowledge, skills, attitude, and confidence and commitment based on their
participation in the training” (p. 42). With effective training provided by the district, parents
should demonstrate new attitudes, confidence, and commitment (Kirkpatrick & Kirkpatrick,
2015) when they participate in SEL workshops. As the stakeholders of this study, parents will
achieve specific learning goals when the proposed recommendations or solutions are
implemented.
Learning goals. The learning goals were created after the needs were identified in
Chapter Four. As the stakeholders of this study, parents will take the following actions when the
proposed recommendations or solutions are implemented
1. Identify days and times of SEL workshops at school. (Declarative)
2. Apply concepts of how to build a partnership with school personnel to ensure student’s
SEL and academic success (Procedural)

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3. Reflect upon their involvement in SEL workshops and school partnership
(Metacognitive)
4. Increase confidence regarding parents’ attendance of SEL workshops and positive
relationships with adolescent (Self-efficacy)
5. Attribute attending SEL workshops to their own effort. (Attribution)
6. Attribute their engagement in SEL workshops and their belief that they play a critical part
in their adolescent’s social-emotional health to their own efforts. (Attribution)
Program. The learning goals in the above section will be achieved through training and
development to increase parents’ knowledge and motivation. Parents will receive a refresher
course to re-learn how to download and navigate Parent Square. The refresher course will take
place at the beginning of the year during the registration and orientation event because all parents
are expected to register their students and stay for school orientation. The counselors will be
available to conduct person-to-person meetings with parents. Parents will also receive an
infographic that details how to download Parent Square. The refresher course on how to
navigate Parent Square will also be recorded and uploaded for those unable to attend the
registration and orientation day. Then, they will learn who the counselors, administrators, and
staff are through the use of a PowerPoint. The PowerPoint will also include phone numbers and
emails of staff members so that parents can contact them directly. Parents will also watch a
testimonial on a parent's reflection about SEL for parents.
To develop parents' confidence in attending SEL workshops and building relationships
with the school, administrators and counselors will recognize and spotlight parents who attend
the workshops every month. These parents can serve as models who can talk at the workshops
about attribution for success and "if I can do it, so can you.” They can also share the benefits of

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their child's academic and emotional growth. Additionally, parents who are already participating
in SEL workshops will share their personal experiences and what they have learned from the
workshops and how it has supported the relationship with their adolescent.
Evaluation of the components of learning. Table 32 lists the evaluation methods and
timing for these components of learning. According to Kirkpatrick and Kirkpatrick (2015),
formative and summative evaluation methods are essential after training. Some methods include
discussions, knowledge checks, role-play, group demonstrations, interviews, surveys, and action
plans (Kirkpatrick & Kirkpatrick, 2015). Table 32 lists formative and summative methods to
monitor parents’ knowledge and motivation.
Table 32
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Discussions on the upcoming SEL workshops
at school (day, time, who to contact if they do
not know this information).
During the workshops.

Knowledge checks of SEL strategies between
presenter and parents.
During the workshops.
Procedural Skills “I can do it right now.”
Feedback from presenter, counselor, and other
parents on SEL strategies.
During and after the workshops.
Note-taking during presentation. During.
Use personal stories about how they used the
strategies and the benefits of SEL for parents.
During.

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Table 32, continued
Attitude “I believe this is worthwhile.”
Establish workshop norms and ask learners to
create a safe space for one another.
During.
Engage in meaningful discussions about how
to learn strategies to help them with their
adolescent.
During.
Discussions of ideas and concepts.

During.
Confidence “I think I can do it on the job.”
Role playing with SEL strategy. During.
Discussion in small groups of concerns and
barriers.
During.
Mentorship, coaching, and peer check ins for
new parents who need extra support.
Ongoing.
Commitment “I will do it on the job.”
Discussions on social-emotional education. During and after workshops.
Writing in a journal. During all workshops.
Ask the attendees to write down and share how
they will implement what they have learned on
the job.
After the learning event.

Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2015), Level 1 analyzes the participant’s
reaction to the workshop. It is imperative to determine how the participants react to the SEL
workshops. Therefore, the quality of the learning event is critical to determine if the participants
accepted it. Table 33 lists the reactions of the participants to the learning event being favorable,
engaging, and relevant.

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Table 33
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance records. During the workshop.
Ask meaningful questions. During the workshop.
Workshop evaluation. At the end of the workshop.
Relevance
Open discussion of the relevance of the topic. During.
Anonymous survey. After the learning event.
Customer Satisfaction
Anonymous survey. After the workshop.
Course evaluation. After the workshop.

Evaluation Tools
According to Kirkpatrick and Kirkpatrick (2015), there are two types of evaluation tools:
immediate and delayed. The first evaluation instrument will focus on assessing the participants’
input after the workshop and will utilize Levels 1 and 2 of the New Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2015). The second evaluation instrument will assess the
participants' input 90 days (delayed) after the completion of the workshop and will implement
Levels 1, 2, 3, and 4 (Kirkpatrick & Kirkpatrick, 2015).
An evaluation of the training (Appendix E) will immediately follow after the program
implementation. The evaluation consists of statements adapted from the New Kirkpatrick Model
to capture the participants’ reaction (Level 1) and learning (Level 2) (Kirkpatrick & Kirkpatrick,
2015). Parents will complete a survey that indicates the relevance of the content of the training

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to their job as parents and satisfaction of the training program, attitude, commitment, and
confidence to apply what they learned. The evaluation instruments are made up of eight
statements that ask participants to rate the extent to which they agree or disagree with the
statements. Participants will use a rating scale that ranges from 1 to 5, with 1 being strongly
disagree and 5 strongly agree. Participants are also encouraged to provide their own comments
or concerns about the workshop in the open-ended questions.
Delayed for a period after the program implementation. Participants will be asked to
take a second evaluation (Appendix F) after 90 days (delayed) from the workshop. Kirkpatrick
and Kirkpatrick (2015) indicate that it is vital to evaluate the impact of a program after some
time because it allows participants to reflect on what they have learned. The evaluation survey
comprises of participant’s reactions, learning, behaviors, and results, Level 1through 4
statements (Kirkpatrick & Kirkpatrick, 2015). Participants will use a rating scale that ranges
from 1 to 5, with 1 being strongly disagree and 5 strongly agree. The evaluation instrument
includes seven statements and two open-ended questions consisting of Level 3 and 4 statements
to provide participants with the opportunity to reflect on the workshop. Consequently,
participants are also encouraged to provide their own comments or concerns about the workshop
in the open-ended question.
Data Analysis and Reporting
TCHS administrators and counselors will be provided with an analysis of findings
completed by the researcher. The findings will include themes and results from the immediate
and delayed evaluation, internal and external outcomes from Level 4, and metrics related to
critical behaviors found in Level 3. At the end of each quarter, the evaluator will compile data
from the delayed evaluation instrument (Appendix F) and report to the leadership, counseling,

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and staff team. Because SEL workshops will be offered once a month, each quarter will be
evaluated on the increase in the number of parents who attended an SEL workshop. Site
administrators will receive this data in the form of dashboards for each item. Parents will also be
informed about their participation in SEL workshops each quarter to serve as a motivational tool.
Bar graphs, pie charts, and other dashboards as spreadsheets.
Summary of the Implementation and Evaluation
The framework used for implementation and evaluation in this study comes from the
New World Kirkpatrick Model (2016). As primary stakeholders, parents’ knowledge,
motivation, and organizational support were acquired to create a program to increase parent
involvement in SEL workshops at TCHS. Data on knowledge, motivation, and the organization
were collected before the creation of a program plan. Validated influences were determined
through the analysis of interviews and survey data.
For this study, the training begins with the organization’s goal. The training starts by
identifying the outcomes, metrics, and methods to measure the results of the targeted outcomes.
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) indicates that adequate
training, implementation, and evaluation plan is imperative in demonstrating the organizational
value of the newly adopted program. Kirkpatrick and Kirkpatrick (2015) state that the four
levels of training and evaluation must be used. Level four is the degree to which specified
outcomes are results of the specific learning event, as well as reinforcement (Kirkpatrick &
Kirkpatrick, 2015).
The school’s mission statement is used as the goal or results to be accomplished. The
school’s primary goal is to increase overall parent participation in SEL to support their

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adolescent’s mental health by attending workshops offered by the school. Outcomes are
designated as internal or external.
Kirkpatrick and Kirkpatrick (2015) describe level three (behavior) as the degree to which
the application of what was learned is applied in the work setting. The organization’s leaders
must recognize the primary critical behaviors to be performed by the stakeholders to achieve the
performance goal. An overview of the designated metrics, methods, and timing for the
evaluation of the stakeholders’ critical behaviors are outlined. Also, the success of the program
is connected to the actual execution and monitoring of the required drivers.
Kirkpatrick and Kirkpatrick (2015) describe level two as the “learning” level. The goal
of this level is to close the gap between learning and participants’ behaviors. This level aims to
reduce the waste of resources from uncommitted participants. When a stakeholder accomplishes
proposed recommendations, learning goals are created after. Lastly, Level 1, Reaction is
described as the stage in which participants react in a favorable manner to what they have
learned (Kirkpatrick & Kirkpatrick, 2015). The stakeholder’s engagement, relevance to the
training, and customer satisfaction is measured.
According to Kirkpatrick and Kirkpatrick (2015), conducting an evaluation before,
during, and after a learning event is essential because feedback provides valuable information
about the quality of the training and program. A dashboard shared with all stakeholders will
provide data that reflects parent participation in SEL programming at TCHS. Overall, the goal
of the program is that it positively supports the needs that parents have to involve them in SEL.

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Limitations and Delimitations
The study focuses on the knowledge, motivation, and organizational needs and assets that
contribute to parents’ participation in SEL workshops and building a partnership with TCHS.
Although the study focused only on parents of students from TCHS, other stakeholders are the
administrators, counselors, teachers, and students. Approximately 15% of parents from TCHS
participated in this study. The relatively low number of participants may be due to the parents
working multiple jobs and not having enough time to complete the surveys or not having access
to Parent Square. Because the sample size was small, the number of parents participating in this
study is a critical limitation.
It is imperative to mention the potential limitations of the study that may affect internal
and external validity. For example, one limitation was the instrumentation used and the sample
size. The researcher generated the survey items, and these were untested before the actual study.
The results of this study might not be generalizable.
The items on the survey for Motivation were vague in the wording and might not be
accurate in capturing the stakeholder's responses. The language in the survey might be less than
clear, and this should be cleared up for future research.
Recommendations for Future Research
The present study is an initial effort to identify school-wide knowledge, motivation, and
organizational needs to design and implement a comprehensive evaluation program to monitor
and ensure 100% parent participation in SEL workshops. The current study presents findings
that have important implications that can complement or guide an evaluation system. Future
research could focus on the effects SEL has on parents and the relationships with their adolescent
child. The research could further focus on the mental health of parents and adolescents’ as they

109

navigate high school. Future research can focus on the survey items and write them with clarity
to capture the stakeholders’ perspective and experience. Another recommendation is to focus on
bringing SEL workshops to the spaces that parents are already a part of; these include churches,
clubs, or community centers.
Conclusion
This study is based on Clark and Estes’ (2008) Gap Analysis framework. The study
sought to examine the areas of knowledge and skill, motivation, and organizational resources
that affect parents’ participation in SEL workshops at TCHS. A mixed-method approach was
used to collect data to validate and prioritize the assumed causes in the knowledge and skills,
motivation, and organization domains.
The findings suggested gaps the school needs to address to support the stakeholder.
Through the use of the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2015),
recommendations for each determined need were created. Training and evaluation activities
were also developed.
Finally, TCHS will implement and evaluate recommendations. Data from the surveys
and interviews revealed that parents do find value in the SEL workshops offered at school.
TCHS will be able to execute the discussed recommendations because parents find value in SEL
workshops.

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117

APPENDIX A
SURVEY QUESTIONS
Research Questions:
The study will answer the following questions:
1. What are the knowledge and skills, motivation, and organizational challenges
preventing parents from having 100% participation in SEL workshops at their adolescent
child’s school?
2. What are the knowledge and skills, motivation, and organizational recommendations
for increasing parent involvement in social-emotional learning workshops to benefit
parent and school relationships?

Social-Emotional Learning (SEL) Workshops at TCHS
This survey is anonymous.

1.Mark all that apply. When it comes to social-emotional learning (SEL) workshops at my
adolescent child’s school:

a. I know the times and dates of when social-emotional learning (SEL) workshops are happening.
b. I do not know the schedule for social-emotional learning (SEL) workshops.
c. I know who to contact at school if I do not know the schedule for social-emotional learning
(SEL) workshops.

2. Select the best answer. Social-emotional learning (SEL) learning can benefit:
a. School performance
b. Identify and regulate emotions
c. Physical development
d. All of the above
3. Mark all that apply. How does your involvement in school workshops on social-emotional
learning (SEL) influence students’ academic achievement?
a. Students are confident in their studies.
b. Students know that they have support from teachers, parents, and staff.
c. Students are motivated to do well in school and after.
d. Students are unmotivated to delve in their academic studies.

118

4. Mark all that apply. To build a partnership with school personnel and support my adolescent
child’s social-emotional learning, I do the following:
a. I check in regularly with my adolescent child and ask them how they are feeling about
school, friends, and family.
b. I speak with the social-emotional learning (SEL) counselor about my adolescent child.
c. I can speak with my student’s teachers if I have any questions regarding his/her social-
emotional learning (SEL) and/or academics.
d. I attend school meetings and participate in activities about social-emotional learning
(SEL).
5. Select the best answer. When I think about my involvement in social-emotional learning
(SEL), I think about:
a. How social-emotional learning (SEL) can support my adolescent child’s emotional
development.
b. The support I can give to my adolescent child at home using the tools I am learning in a
social-emotional learning (SEL) workshop.
c. The positive relationship I can build with my adolescent child.
6. Select the best answer. I value the social-emotional learning (SEL) workshops that my
adolescent child’s school offers.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

7. Select the best answer. How confident are you that your participation in social-emotional
learning (SEL) workshops can:
a. Build a positive relationship with your adolescent child’s school
b. Involved you in other activities/meetings at your adolescent child’s school
c. Support you in understanding why your adolescent child’s school focuses on social-
emotional learning (SEL)

8. Select the best answer. I feel comfortable to attend social-emotional learning (SEL)
workshops to enhance my parenting skills with my adolescent student at home.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

9. Select the best answer. I think that schools demand many needs from working parents.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

10. Select the best answer. I think schools need to do their part and educate our students on
social-emotional learning (SEL) skills without our support.

119

a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

11. Select the best answer. My adolescent child’s school needs to offer different times and/or
days for parents to attend social-emotional learning (SEL) workshops.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

12. Select the best answer. The school’s policies, processes, and procedures support my
involvement with the school’s workshops on social-emotional learning (SEL).
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

13. Select the best answer. I am encouraged to visit my child’s school often:
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

14. Select the best answer. The school’s policies/procedures on offering social-emotional
learning (SEL) workshops encourage me to support my adolescent child’s social-emotional
(SEL) development at home.
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

15. Select the best answer. The school understands my cultural beliefs and involvement in
social-emotional learning (SEL).
a. Strongly Disagree
b. Disagree
c. Agree
d. Strongly Agree

120

APPENDIX B
INTERVIEW QUESTIONS
1. Tell me how you know about the social-emotional (SEL) workshops at your child’s
school.
2. Can you provide examples of how social-emotional learning (SEL) can benefit parents
and students at home and/or school?
3. Can you provide examples of how your involvement with social-emotional learning
(SEL) can improve your adolescent child’s academic achievement?
4. Walk me through the process of how you talk to someone at your adolescent child's
school about their social-emotional (SEL) process?
4a. Tell me how you start a conversation with a teacher, counselor, or school
personnel about your adolescent child’s social-emotional (SEL) and/or academic
needs?
5. How do you know your involvement in workshops about social-emotional learning (SEL)
is progressing? Can you provide examples?
6. How valuable is it to you that workshops on social-emotional (SEL) learning be offered
at your adolescent child’s school?
7. How confident are you that you can continue to participate in other social-emotional
(SEL) workshops, meetings, and activities at your adolescent’s school?
8. How do you feel about engaging in social and emotional (SEL) conversations with your
adolescent?
8a. How do you feel when your adolescent talks to you about their social and
emotional (SEL) thoughts and feelings?
9. If you had more time, would you attend school-related activities on social-emotional
learning (SEL)?
9a. What do you believe are the school’s responsibilities when it comes to
supporting your child’s social and emotional (SEL) education? Do you believe
that the school demands too much of parents?
10. Tell me about the resources/ schedule that your school provides in order for you to
participate in social-emotional learning (SEL) workshops.
11. Tell me how the school encourages you to be involved with your child’s social and
emotional learning (SEL).
11a. Is there anything else the school can do to support your social-emotional
learning (SEL) as a parent?
12. Tell me how the school policies and procedures encourage you to be involved in your
child’s social and emotional (SEL) development?
12a. What can the school do to improve in this area?
13. Tell me how you know that the school understands your cultural beliefs?
13a. Tell me how you know that the school supports your social-emotional
learning (SEL)?

121

APPENDIX C
INFORMED CONSENT/INFORMATION SHEET
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

INCREASING PARENT ENGAGEMENT IN SOCIAL-EMOTIONAL WORKSHOPS IN
HIGH SCHOOL USING THE GAP ANALYSIS APPROACH

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
The purpose of the study’s focus is on engaging parents on social-emotional trainings and
workshops at the high school level. To achieve student success, a partnership between schools
and families must exist to ensure student social, emotional, and academic achievement. The aim
is to gain a deeper understanding of why parents do not attend workshops on social-emotional
learning. Your experiences and insight are valuable to closing the achievement gap and
improving services that contribute to parents learning how to support their adolescent child’s
social and emotional well-being in high school.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete an anonymous survey related
to your experiences with SEL workshops at your adolescent’s school. You will be provided with
a link to the survey and given a hard copy that will take approximately 20 minutes to complete.
Following the survey, you will be asked to participate in a 30-minute semi-structured interview.
The interview will be one-on-one; however, an advocate may be present if so desired. You may
skip any questions you do not wish to answer or terminate the interview at any time.

REQUEST TO RECORD
With your permission, the interview will be recorded using a cellular device. This approach allows
the interviewer to focus on your verbal responses now while preserving the ability to review and
reflect on your statements later. Your responses will be transcribed, and the recordings decoded.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.

122

Required language:
The members of the research team, the funding agency and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews
and monitors research studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used. (Remove this statement if the data are anonymous)

INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Sonia Coronel, xxxxxx@usc.edu, xxx-xxx-xxxx
The Faculty Advisors are Kenneth Yates, kennetay@usc.edu, xxx-xxx-xxxx

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

123

APPENDIX D
RECRUITMENT LETTER
Dear TCHS Parents and Guardians,
My name is Sonia Coronel, and I am the 10th-grade School Counselor for TCHS. I am also a doctoral
student from the University of Southern California, and I am conducting a research study focusing on
increasing parental involvement in Social-Emotional Learning workshops at the high school level. You
may be eligible to participate in the study if you are a parent or guardian of a student at TCHS.
Participation is voluntary. If you agree, you will be asked to answer an anonymous survey, and also, if
you choose, to participate in an individual interview.
The survey should take no more than 10 minutes to complete. If you would like to participate please click
on this link.
English https://forms.gle/eiRmcSzwwVRataKC7
Spanish https://forms.gle/jupN4BmkGvG5g8wb8
Korean https://forms.gle/FFek6UpAaDoGsFCY9
If you have questions, please contact me at xxx-xxx-xxxx or xxxxxxxx@usc.edu. Thank you,
Sonia Coronel
School Counselor, TCHS
Student at the University of Southern California

124

APPENDIX E
EVALUATION INSTRUMENTS (IMMEDIATE)
For each of the following questions please select the number that best correlates with how you
feel about the statement. A choice of 1 indicates that you Strongly Disagree and a 5 indicates that
you Strongly Agree.

1. I learned something valuable and relevant to my life. (L1) 1 2 3 4 5
2. The workshop was engaging and easy to understand. (L1) 1 2 3 4 5
3. I felt encouraged to participate during the workshop. (L1) 1 2 3 4 5
4. I feel positive about applying what I learned in training (L1) 1 2 3 4 5
with my adolescent child at home.

5. Hearing another parents’ testimony on social-emotional (L1) 1 2 3 4 5
learning made me feel positive about attending future
sessions on SEL.

6. I learned how my awareness of SEL can support my (L2) 1 2 3 4 5
adolescent child’s mental health.

7. I understood the objectives and goals of the workshop. (L2) 1 2 3 4 5

8. I feel committed to applying the skills I learned. (L2) 1 2 3 4 5

Please provide feedback for the following questions. Your responses will remain anonymous.

1. What part of the training did you find most useful to apply with your adolescent child?

2. What topic on social-emotional learning would you like to learn more about?

125

APPENDIX F
EVALUATION INSTRUMENTS (DELAYED)
The purpose of the following questions is to evaluate the quality of performance results since
completion of an SEL workshop. Rate the extent to which you agree or disagree with the
following statements. Provide comments or concerns about the workshops.

1. Overall, I found the information provided at workshops 1 2 3 4 5
to be engaging. (L1)

2. I learned how to incorporate SEL strategies with my 1 2 3 4 5
adolescent child at home. (L2)

3. After the workshop, I used SEL strategies with my 1 2 3 4 5
adolescent. (L3).

4. How have you used SEL strategies that you learned from the workshop? (L3)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. I have applied the knowledge and skills that I learned 1 2 3 4 5
from the workshop to my life. (L3)

6. I have been feeling positive about learning SEL 1 2 3 4 5
strategies. (L4)

7. I have been feeling positive about partnering with my 1 2 3 4 5
adolescent’s school. (L4)

8. I have been feeling optimistic about supporting my 1 2 3 4 5
adolescents’ social and emotional health. (L4)

9. How has your participation in SEL workshops benefited your life? (L4)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Comments or concerns:

Abstract (if available)

Abstract This study used the gap analysis problem-solving framework (Clark & Estes, 2008), this dissertation examined the design and implementation of an evaluation system to monitor the effectiveness of increasing parent involvement in social-emotional learning (SEL) workshops at the high school level. The focus of this study was to conduct a needs assessment in the areas of knowledge and skill, motivation, and organizational challenges that prevent TCHS (a “pseudonym”) from accomplishing its organizational goal to create a comprehensive evaluation plan that will monitor and ensure 100% parent involvement in SEL workshops. A mixed-method approach was used to collect quantitative data from 62 surveys and qualitative data from two interviews. The data that was collected help validate and arrange assumed causes in knowledge and skills, motivation, and organizational factors. The assumed causes used in this study are declarative factual knowledge, conceptual knowledge, procedural knowledge, metacognitive knowledge, value, self-efficacy, mood, attribution, resources, policies and procedures, and cultural models. Proposed solutions to improve the knowledge and skills, motivation, and organizational components of parents were provided. This dissertation reveals how stakeholders can apply the Gap Analysis framework to address performance issues when implementing district-wide actions that will monitor the participation of parents in SEL workshops at the high school level.

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Asset Metadata

Creator Coronel, Sonia Bianca (author)

Core Title Increasing parent involvement in social-emotional learning workshops in high school using the gap analysis approach

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/13/2020

Defense Date 04/20/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,parent involvement,SEL,SEL high school workshops,SEL in high school,social-emotional learning

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Martinez, Brandon David (committee member), Patall, Erika (committee member)

Creator Email scoronel@usc.edu,sonia.b.coronel@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-307469

Unique identifier UC11665278

Identifier etd-CoronelSon-8507.pdf (filename),usctheses-c89-307469 (legacy record id)

Legacy Identifier etd-CoronelSon-8507.pdf

Dmrecord 307469

Document Type Dissertation

Rights Coronel, Sonia Bianca

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA