Teachers’ Perspectives and Experiences of Social Emotional Learning in a Secondary School in Qatar

Abstract

The purpose of this study was to explore teachers’ knowledge and perspectives of social emotional learning (SEL) interventions in a Qatari school’s settings by conducing 10 semi-structured interviews. Social emotional programs are still limited in Qatar and this study is one of the first studies that explored how teachers perceive SEL programs and what impact that they noticed on their students after SEL intervention.  The results of the conventional content analysis yielded three main themes; SEL definition as perceived by teachers, SEL importance for students and SEL impact on social relations, academic performance and social behaviours. The study’s findings offer a broader view of the primary teachers' views of social-emotional learning in the Qatari context. learning and effective practices that lead to the achievement of better outcomes within the Arabic and Qatari context. The results of this study are discussed in relation to the social context and the importance of teachers’ perceptions as facilitators of SEL interventions in schools’ settings.

Keywords: Social emotional learning (SEL), Teachers’ perspectives, positive school environment

DOI: 10.7176/JEP/12-36-01

Publication date: December 31^st 2021