Abstract
The research aims to identify the degree to which teachers possess social and emotional learning competencies in the schools of the second cycle of basic education in the Sultanate of Oman after the Corona pandemic, and the researchers used the descriptive approach. (5) Competencies, and (46) indicators: (self-awareness - self-management - social awareness - relationship skills - responsible decision-making). The research sample consisted of (380) male and female teachers in the second-cycle schools in the governorates of North and South Al Batinah, North Al Sharqiya, and Dhofar. The results of the research showed that the total degree of teachers’ possession of social and emotional learning competencies was to a large degree, with an arithmetic average (2.95), and a percentage (74%), The degree of possession of each competency (5) was also significant, and there are statistically significant differences in the degree to which teachers possess social and emotional learning competencies on the efficiency of social awareness in favor of female teachers, while there are no statistically significant differences in the degree to which teachers possess social learning competencies. In addition, emotional due to the variable age. The research recommended that the Ministry of Education adopt training courses, workshops, and lectures on social-emotional learning programs for teachers.
Highlights
IntroductionThe exceptional circumstances imposed by the Corona Virus pandemic on all sectors, including the education sector, represent a great challenge, and the resulting interest in searching for innovative means, especially among educational institutions, is encouraging
The results of the research showed that the total degree of teachers’ possession of social and emotional learning competencies was to a large degree, with an arithmetic average (2.95), and a percentage (74%), The degree of possession of each competency (5) was significant, and there are statistically significant differences in the degree to which teachers possess social and emotional learning competencies on the efficiency of social awareness in favor of female teachers, while there are no statistically significant differences in the degree to which teachers possess social learning competencies
Results related to answering the first question, which states: "What is the degree to which teachers possess social and emotional learning competencies in the second cycle of basic education schools in the Sultanate of Oman from their point of view?" To answer this question, the arithmetic averages, standard deviations, percentages, and ranks were calculated for all fields of research, and Table No (1) show this
Summary
The exceptional circumstances imposed by the Corona Virus pandemic on all sectors, including the education sector, represent a great challenge, and the resulting interest in searching for innovative means, especially among educational institutions, is encouraging. The importance of social and emotional learning, for example, lies in addressing the challenges resulting from distance learning among teachers and students, especially those who need the social and emotional support of their teachers. A study (Karen et al, 2020) indicates a positive relationship between profession-specific confidence and the general emotional intelligence of pre-service teachers. They report that they can improve their level of emotion to support students and improve teacherstudent relationships. Quantitative and qualitative analyzes of the results of the study (Philippe, 2017) show that teachers see social and emotional learning as valuable and important, they lack the self-efficacy and experience necessary to provide education with confidence
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