Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers?
Year: 2016
Type: dissertation
Abstract: The traditional role of schools as solely responsible for the academic achievement of its students has been altered in recent times, with an increased focus on addressing their social and emotional needs, so that children may have the resilience to manage the challenges they face. Research indicates that this aspect of a teacher’s role is assisted through the use of social-emotional programming and practices. Activity Theory is a descriptive framework that considers an entire activity system (in this case, a school environment) in order to explain how a range of factors work together to impact an activity like the provision of Social and Emotional Learning (SEL) (Engestrom, 2000). This case study examined the perceptions of three teachers from one primary school utilising Activity Theory (Engestrom, 2000) to first identify and describe the components of the activity system (the activity system being the school in question). The purpose of this case study was to gain insight into teachers’ perceptions of how SEL is addressed at a primary school and in turn provide understanding on SEL promotion and directions to take for success. There were a few key tensions that inhibited the effective implementation of SEL in the school. It seems that its perceived importance is low for some of the staff, which may be attributed to a lack of professional development and therefore knowledge about SEL. In addition, inconsistent policies result in uncertainty for teachers as to what they are ‘meant’ to do. The participants were unsure of school wide expectations, making the high priority of SEL less likely, and they perceived that irrelevant programs were in use. Analysis of the professional development surrounding SEL at the school in question, the systemic policies, the executive commitment and the relevance of SEL programs indicated tensions in the activity system. If alleviated, they would serve to further to the goal of effective SEL implementation by placing SEL higher on teachers’ lists of priorities. A recommendation for further study into the provision of SEL in schools would be to examine the use and effectiveness of different teaching strategies incorporating the development of social emotional skills. The examination of these teachers’ experiences has illuminated which areas need support and in turn offers strategies and resources to assist the whole school provision of SEL.
Author: Rose Elizabeth Pennington
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2559893298