Document Type

Dissertation

Degree

Doctor of Education

Major

Teaching-Learning Processes

Date of Defense

4-20-2026

Graduate Advisor

April Regester

Committee

Shea Kerkhoff

Phyllis Balcerzak

Phillip Waalkes

Abstract

The purpose of this research was to examine teachers’ perceptions of the social validity of the Zones of Regulation, specifically in terms of the constructs of acceptability, feasibility, and perceived effectiveness, in elementary school classrooms. Despite the popularity of this social-emotional learning (SEL) program, limited research has explored its social validity. To address this gap, a mixed-methods research design was used to gain a comprehensive understanding of teacher perceptions and experiences.

A total of 43 elementary teachers completed the Usage Rating Profile—Intervention Revised (URP-IR), and seven teachers participated in semi-structured interviews. Abductive thematic analysis was used to integrate data and social validity theory to interpret data. Findings indicated that teachers generally perceived the Zones of Regulation as acceptable and effective, with emotional awareness emerging as a central outcome. However, findings on feasibility revealed variability, with teachers identifying time constraints, competing academic demands, and limited access to training and resources as barriers to consistent implementation. Teachers also reported adapting the curriculum to meet classroom needs and expressed a need for greater differentiation across grade levels. Additionally, some participants raised concerns about the simplification of emotional experiences within the four-zone framework, suggesting that the program may not fully capture the complexity of students’ emotions.

Overall, the findings suggest that the Zones of Regulation demonstrates strong social validity in terms of acceptability and effectiveness; however, its implementation fidelity and feasibility are influenced by contextual factors. This study contributes to the literature by highlighting the importance of teacher perspectives in evaluating SEL programs and provides implications for practice, program design, and future research.

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