Teachers Social-Emotional Learning (SEL); Ways that Impede the Development of Teachers SEL and Enhance Teachers SEL

  ABSTRACT : Teachers are undoubtedly susceptible to inadequate social-emotional wellness. Research indicates that teaching ranks among the most stressful professions; furthermore, classroom stress is contagious, as stressed-out teachers often lead to stressed students. Merely augmenting teachers’ comprehension of SEL is insufficient for the efficient implementation of SEL. This paper reviewed the theory supporting teachers SEL, the various perceptions of teachers on SEL and the role teachers play in enhancing SEL of their students. It further highlighted the ways that impede teachers’ SEL development and the effective ways to enhance teachers’ SEL in schools. The paper revealed that teachers’ own perceptions, beliefs and attitudes toward SEL heavily impede their SEL development. Also, two programs based on mindfulness were identified as effective strategies of enhancing teachers SEL: CARE (Cultivating Awareness and Resilience in Education) and SMART-in-Education (Stress Management and Resiliency Training). Therefore, it can be recommended that teachers should be trained with knowledge of their students’ development emotionally, socially and cognitively. This will equip them with the strategies and approaches to deliver content to meet SEL of their students.

KEYWORDS; Teachers, Social and Emotional Learning (SEL), Self-determination Theory (SDT), Cultivating Awareness and Resilience in Education (CARE), Stress Management and Resiliency Training (SMART)