Lee Jeongmin, Simmons Zuilkowski Stephanie
The Global Center for the Development of the Whole Child, University of Notre Dame, Notre Dame, Indiana, USA.
Florida State University, Learning Systems Institute, University Center C4600, Tallahassee, Florida, USA.
Br J Educ Psychol. 2022 Sep;92(3):974-993. doi: 10.1111/bjep.12483. Epub 2021 Dec 30.
Contextualizing the role of teachers in social-emotional learning (SEL) in Malawi, we examine how teachers' comfort with, commitment to, and perceived school culture toward SEL relate to their actual teaching of it. Using surveys from 432 primary school teachers (20-60 years old), we found teacher comfort and supportive school culture were positively related to integration of SEL into classroom instruction, while commitment had no statistically significant relationship with implementation. We explore plausible explanations for these findings by interviewing 42 teachers. Together, our findings highlight the importance of teacher support systems and cultural compatibility of the curriculum for successful SEL implementation.
在阐述马拉维教师在社会情感学习（SEL）中的角色时，我们研究了教师对SEL的接受程度、投入程度以及他们所感知到的学校对SEL的文化氛围如何与他们实际的SEL教学相关联。通过对432名小学教师（年龄在20至60岁之间）进行调查，我们发现教师的接受程度和支持性的学校文化与将SEL融入课堂教学呈正相关，而投入程度与SEL的实施没有统计学上的显著关系。我们通过对42名教师进行访谈来探究这些发现的合理原因。总之，我们的研究结果凸显了教师支持系统以及课程文化兼容性对于成功实施SEL的重要性。
