社会情感学习
心理学
课程
社会化
能力(人力资源)
社会能力
情绪发展
发展心理学
情绪能力
教育学
数学教育
情商
社会变革
社会心理学
经济
经济增长
标识
DOI:10.1177/01430343241247221
摘要
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.
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