Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario
Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Brock University
2023-01-01
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| Series: | Brock Education: a Journal of Educational Research and Practice |
| Online Access: | https://journals.library.brocku.ca/brocked/index.php/home/article/view/948 |
| _version_ | 1797946909012262912 |
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| author | Hajar Jomaa Cheryll Duquette Jessica Whitley |
| author_facet | Hajar Jomaa Cheryll Duquette Jessica Whitley |
| author_sort | Hajar Jomaa |
| collection | DOAJ |
| description |
Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that followed a modified version of Seidman’s (2019) three-interview protocol, and was informed by the CASEL (2021b) framework. Research findings reveal for the first time in the literature elementary teachers’ perceptions and experiences on SEL during the COVID-19 pandemic in Ontario. The benefits and barriers of teaching SEL competencies to students were discussed, as were the SEL strategies implemented by the teachers and professional development received on it. Implications for practice were also described.
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| first_indexed | 2024-04-10T21:19:37Z |
| format | Article |
| id | doaj.art-6a67c9d11a9b491a87beac6e70931801 |
| institution | Directory Open Access Journal |
| issn | 1183-1189 2371-7750 |
| language | English |
| last_indexed | 2024-04-10T21:19:37Z |
| publishDate | 2023-01-01 |
| publisher | Brock University |
| record_format | Article |
| series | Brock Education: a Journal of Educational Research and Practice |
| spelling | doaj.art-6a67c9d11a9b491a87beac6e709318012023-01-20T08:00:04ZengBrock UniversityBrock Education: a Journal of Educational Research and Practice1183-11892371-77502023-01-0132110.26522/brocked.v32i1.948Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in OntarioHajar Jomaa0Cheryll Duquette1Jessica Whitley2University of OttawaUniversity of OttawaUniversity of Ottawa Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that followed a modified version of Seidman’s (2019) three-interview protocol, and was informed by the CASEL (2021b) framework. Research findings reveal for the first time in the literature elementary teachers’ perceptions and experiences on SEL during the COVID-19 pandemic in Ontario. The benefits and barriers of teaching SEL competencies to students were discussed, as were the SEL strategies implemented by the teachers and professional development received on it. Implications for practice were also described. https://journals.library.brocku.ca/brocked/index.php/home/article/view/948 |
| spellingShingle | Hajar Jomaa Cheryll Duquette Jessica Whitley Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario Brock Education: a Journal of Educational Research and Practice |
| title | Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario |
| title_full | Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario |
| title_fullStr | Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario |
| title_full_unstemmed | Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario |
| title_short | Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario |
| title_sort | elementary teachers perceptions and experiences regarding social emotional learning in ontario |
| url | https://journals.library.brocku.ca/brocked/index.php/home/article/view/948 |
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