The whole thing needs a shake-up: A mixed method study examining teachers’ perspectives on social and emotional skills in schools

Abstract

This study employed an explanatory sequential design to investigate how teachers' social and emotional capacities and schooling stage impact beliefs about Social and Emotional Learning (SEL). 109 primary and 72 secondary teachers completed surveys assessing emotional traits, comfort, and commitment to SEL. Results showed that relational capacity, the ability to form positive relationships, predicted comfort in promoting positive SEL beliefs, while self-compassion predicted commitment to SEL. Comfort with SEL was higher among primary teachers, indicating a schooling stage effect. Interviews with 8 teachers revealed that identity influenced SEL provision, while beliefs conflicted with job demands, highlighting areas for future research.