Thai Primary Teachers' Views on Social and Emotional Learning: A Preliminary Survey
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Abstract
This study aimed to examine Thai primary school teachers’ perceptions of Social and Emotional Learning (SEL), their experiences with SEL in classrooms, and the barriers to implementing these practices. Utilizing a Thai-translated version of the Instrument to Assess Teacher Perceptions of Social Emotional Learning (SEL) in PK–12 Schools, the study surveyed 189 primary school teachers in Thai medium schools. Additionally, qualitative analysis of open-ended questions was conducted using thematic analysis. The survey yielded significant insights into teachers' knowledge, skills, training, and experiences with SEL, as well as the obstacles to implementing SEL practices or receiving professional development within the Thai educational context. Results indicated that Thai primary teachers believe SEL has the potential to enhance students' social, emotional, and academic outcomes. The study suggests the need for developing SEL policies and curricula, enhancing teacher training, and conducting future research on the impacts of SEL.
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References
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