ABSTRACT

This study examines how teachers in normal schools who work with students who have learning difficulties can improve their social and emotional learning (SEL). The researcher evaluates teachers' social and emotional competences using the Self-Assessing Social and Emotional Instruction and competences (SASEIC) tool as part of a Social Interaction Assessment method. Understanding the effects of age, gender, experience, and work satisfaction on teaching practices and SEL competences was the major goal of the study, which involved 147 instructors from mainstream schools. Age has a substantial impact on teaching methods and SEL competencies, gender, experience, and work satisfaction have varying effects, according to the results of a Multivariate Analysis of Variance (MANOVA). These results highlight the necessity of focused professional development initiatives to improve teachers' SEL competences and provide them with greater assistance for students with learning difficulties. Keywords: Teachers' Social and Emotional Competencies, Children with Learning Disabilities, Social and Emotional Learning (SEL), Social Interaction Assessment
Publication date: 01/06/2025

https://ijbpas.com/pdf/2025/June/MS_IJBPAS_2025_9152.pdf

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https://doi.org/10.31032/IJBPAS/2025/14.6.9152