The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Jeongmin Lee
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Abstract

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers’ implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers’ SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers’ SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts.
教师的社会和情感能力在马拉维实施社会和情感学习(SEL)课程中的作用
社会和情感学习(SEL)如果实施得当,可以提高儿童的学业和生活成就。以往的研究探讨了影响教师实施社会和情感学习的因素,但对教师的社会和情感能力(SEC)的作用关注有限。为了弥补这一不足,本研究使用层次线性模型分析了马拉维 434 名小学教师的调查。研究结果表明,教师的社会和情感能力(特别是在情绪调节和关系管理方面)与他们将社会和情感教育融入日常课堂教学之间存在正相关关系。值得注意的是,教师通过社会化、沟通和情感行为起到了行为榜样的作用。加强教师的 SEC,并结合 SEL 教学法培训,有助于为马拉维和类似环境中的学习者营造丰富的 SEL 学校环境。
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来源期刊
School Psychology International
School Psychology International PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.90
自引率
8.70%
发文量
40
期刊介绍: The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer
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