Teachers’ Perceptions Regarding The Five Social Emotional Learning Competences | ||||
| Helwan International Journal for Nursing Research and Practice | ||||
| Article 19, Volume 4, Issue 10, June 2025, Page 666-677 PDF (1.06 MB) | ||||
| Document Type: Scientific Research Periodical | ||||
| DOI: 10.21608/hijnrp.2025.363598.1289 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Roqia Meghed Farouk 
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| Nursing Administration in Faculty of Nursing Helwan University in cairo | ||||
| Abstract | ||||
| Abstract Background: Social and Emotional Learning is defined as the process by which people acquire, apply knowledge, attitudes, and skills related to understanding and managing emotions. It is setting and achieving positive goals, understanding and empathizing with the feelings of others, building and maintaining positive relationships, and making responsible decisions. There are five dimensions of social emotional learning competence, self-awareness; self-management; social awareness; relationship skills; and responsible decision-making Aim: This study aimed to assess teachers’ perceptions regarding the five social emotional learning competences. Research Design: A descriptive cross-sectional research Design, used in this study. Setting: The study was conducted at Nursing Technical Institute in alzhra and Bab Elsherea hospital which located at Cairo Governorate, Egypt. Subjects: the study subjects will include all teachers at the study setting(n=50). Tool of Data Collection: one tool was used for data collection included Five Social Emotional Learning Scale. Results: the majority of the studied teachers illustrates that about three-quarters (74%) of the studied teachers perceived high level of five social emotional learning competencies, followed by one-fifth (20%) of them have a moderate level. While the minority (6%) of them have a low level. Conclusion: There was a highly statistically significant difference between levels of five social emotional learning competencies, at P = 0.001. Recommendations: Received educators a moral enhancement to foster appreciation and pride in their profession. Salary allowances should be appropriately allocated, and staff housing should be established. Conducted workshops and training sessions should be more frequently to enhance teachers' competencies. An extensive training course on the new curriculum should be provided with adequate time. The teachers have become acquainted with the new curriculum and proficient in the new teaching. | ||||
| Keywords | ||||
| Social Emotional Learning Competences; Social Emotional learning; Teachers’ Perceptions | ||||
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