Qualitative study on Social-Emotional Learning for Teachers (SELF-T): a professional development intervention promoting early childhood educators' knowledge of emotional well-being

Abstract

ABSTRACT Early care and education (ECE) teachers play a significant role in creating the social and emotional learning climate in the classroom. The present qualitative study explores short and long-term outcomes of Social Emotional Learning for Teachers (SELF-T), an online intervention that was delivered as part of a comprehensive professional development program and aimed at promoting ECE teachers’ social-emotional competence and well-being through their knowledge and practice of stress-management and resilience strategies. Findings suggest study participants reported an increase in their knowledge of emotional well-being, use of more effective emotion regulation strategy (e.g. cognitive reappraisal), use of strategies to promote emotional resilience, and positive changes to teaching practices in response to challenging behaviors experienced in the classroom. These changes were similarly reported during follow-up interviews conducted within one year after ECE teachers’ SELF-T completion. Implications for future researchers, designers or implementers of professional development, and practitioners are discussed.