Education Doctorate

Year Approved


First Advisor

Patricia Paulson

Second Reader

Erica Hering

Third Reader

Craig Paulson


This qualitative study explored the emotions of early childhood educators implementing the Pyramid Model social-emotional framework. The semi-structured interviews with 11 educators included discussing emotions correlated to Pyramid Model practices and organizational-level practices. The data suggested that patterns aligned with Roger’s (1962) diffusion of innovation theory. Emotional patterns emerged as unpleasant and high-intensity emotions such as stress and frustration, unpleasant and low-intensity emotions such as disappointment and sadness, pleasant and high-intensity emotions such as excitement, joy, and hope, pleasant and low-intensity emotions such as content and calm. Specific Pyramid Model practices and organizational interactions also created barriers and patterns of stress. The patterns suggested that focusing on support for coaching and leadership and specific barriers such as buy-in and staff turnover may have an impact on the success or abandonment of the framework implementation. Educators also indicated a continued need for support due to the global pandemic Covid-19.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation