Greek Teachers' Understandings and Constructions of What Constitutes Social and Emotional Learning

Abstract

This article presents the findings of a research initiative which explored Greek teachers' perceptions and understandings on what constitutes social and emotional competencies and how these competencies can best be enhanced within the classroom. In-depth interviews were conducted with 24 elementary school teachers in two different geographical areas of Greece. The interviews were transcribed and analysed in light of existing literature on Social and Emotional Learning (SEL) and Emotional Intelligence (EI). The teachers acknowledged a complex and interactive model of abilities, competencies and ‘psychic virtues’ and a dynamic interaction of the child and his or her context. The findings highlight the significant role the sociocultural context plays in understanding and conceptualizing social and emotional competencies.