Social and Emotional Learning of Students: Insight from Teachers Perspective at Primary School Level

Abstract

This study investigates the perspectives of primary school teachers in Karachi, Pakistan, regarding students' social and emotional learning and its impact on academic achievement. This study looked at three important Social and Emotional Learning (SEL) competencies: self-awareness, self-management, and social awareness, and how these skills influence students' behavior and learning. The researchers chose nine teachers for semi-structured interviews, which yielded ideas about how teachers perceive students' social awareness, relationship building skills, emotion regulation, self-management, and challenges in difficult situations, which are also major themes of the study. Thematic analysis revealed that teachers believed their pupils had varying levels of social awareness and frequently assisted troubled peers and carried out group chores. Conflict resolution and teamwork have been shown to increase interpersonal skills. Although not fully developed, self-management improves pupils' ability to handle irritation and emotional distress. Some of the issues that arise with teaching SEL include students' varying levels of emotional awareness and the social background in which they are elevated, which discourages them from expressing feelings. There is also a need for an integrated SEL program and community outreach to help pupils build emotional intelligence and academic achievement at the elementary school level.