CC BY
0SHAPING SOCIAL-EMOTIONAL LEARNING SKILLS OF TEACHERS IN ARMENIAN SCHOOLS IN LEBANON AND ARMENIA
UDC: 373.5:316.62:378.014(479)
MARY GHAZARIAN
Khachatur Abovyan Armenian State Pedagogical University,
Chair of Psychology after academician M. Mazmanyan, Ph.D. in Psychology,
Beirut, Lebanon
marygurunlian@gmail.com
ORCID: 0009-0000-2729-8343
The current research aims to shed light on the teachers' knowledge and awareness of emotional intelligence and -social-emotional learning in pedagogical institutions in Lebanon and in Armenia.
The objective of this article is to emphasize the significance of social skills in contemporary classrooms, explore effective teaching and learning strategies, and underline the importance of these skills for preparing healthy learners It uses quantitative analysis of a comparative study on the personal and social competencies of educators. It offers a literature review on the benefits of social-emotional learning programs in terms of creating equity in schools, nurturing the spirit of self-awareness, and offering learners emotion regulation tools and the capability to build healthy long-lasting relationships based on empathy.
The research was conducted in Lebanon and Armenia to investigate the levels of teacher self-awareness, self-regulation, empathy, motivation, and social skills. The study aims to identify the strengths of the teachers in these areas and also to pinpoint the gaps that could serve as starting points for offering professional development opportunities to these communities. The research offers recommendations and guidelines for schools that aim to introduce social-emotional learning effectively inside classrooms by targeting teachers' knowledge of social-emotional learning.
Keywords: mental health, social skills, social-emotional learning, emotional wellbeing, soft skills, life skills, Armenia, Lebanon.
Introduction
Schools prepare learners for the future. The vision of the future we aspire to shape determines the kind of education we need to provide for our learners Tomorrow's workforce, schools, leaders, and citizens need to be prepared through today's curricula, teaching and learning strategies, and overall interactions that take place in pedagogical institutions. The Harvard Review, in its 2021 research, states that emotional intelligence is an essential skill for individuals to succeed in 21st-century life and the workforce. Nevertheless, social-emotional learning is a skill that is absent in the school national curricula in Lebanon. It is not found in the university courses that prepare teachers to be ready to educate the 3rd-millennium changemakers.
If a skill is an essential requirement for life success and an imperative component in the global citizens of tomorrow, and yet absent in school curricula and teacher preparatory courses and programs, then how are our learners having the opportunity to acquire these skills and increase their chances of life success? We need to have policies set to have clear guidelines, roadmaps, and best practices in this matter to allow nationwide implementation of such programs. Dhingra and Rani (2019) consider social skills the tool to resolve many of the problems in the community, offering adolescents the chance to move beyond egocentrism to build and maintain social skills with others. They elaborate that personality, culture, age, and neurological conditions affect social skills, and some have innate traits. Yet, some methods help improve and nurture these skills inside classrooms, such as role-playing, modeling, and cooperative learning. Adolescents, at the stage of building their identity and becoming self-aware, need these skills to become the citizens of tomorrow and help create a more empathetic and tolerant world. Children and youth are our biggest capital, and we need to create sustainable societies for them and offer quality, inclusive, and equitable education (SDG4), along with promoting health and well-being for all (SDGS3).
Research Problem
A growing body of social science research offers evidence that emotional intelligence plays a crucial role in life success and personal happiness. Life pre- and post-COVID offered an opportunity to the world, to try and test the social skills theory in the social and education context as well. Understanding oneself, relating to others, facing challenges with a positive outlook, and resilience were all put to the test when learners and educators were physically apart. Educational systems underwent this same test to assess the learning, development, effective relationship, and survival skills that teachers offered to learners to face challenging times. Forbes magazine considers social skills a vital requirement for the leaders of the future.
Successful changemakers possess emotional intelligence, and these social skills give them an edge over their peers. Learners need to acquire skills that can support them in times of conflict and challenges. These human capitals need to shed light on their strengths and emphasize them as tools to face life and its challenges. They need competencies that can allow them to move through hardship and pandemics while maintaining their mental health and emotional well-being. These life skills of self-knowledge, management, and motivation fall under the umbrella of Social Emotional Learning (SEL). SEL, according to CASEL (Collaborative for Academic, Social, and Emotional Learning), is an educational approach that helps people develop social skills and awareness of themselves and others. School-based planned SEL programs can help students improve their academic and interpersonal performance.
SEL programs establish school-wide policies that embrace individual differences and enable learners to reach their full potential. SEL targets learners, parents, teachers, administrators, and the community at large, as all stakeholders in the education system. Implementation of SEL curricula in schools promises hope on the larger scale of preparing lifelong learners, competent learners, who know themselves well, are aware of their strengths and weaknesses, and are empathetic citizens in their society (CASEL 2021).
SEL also helps create a safe haven for all learners, regardless of their capabilities and background, allowing collaboration and effective communication. These programs improve academic performance, raise the self-esteem of learners, and increase their chances of building effective lifelong relationships. This interdisciplinary approach, which combines academic content with life skills, provides a framework for investigating and understanding its implications. It is crucial to examine emotional intelligence through the lenses of education and psychology, both nationally and internationally.
Developing social and emotional skills offers numerous benefits for learners, including improved mental health and well-being, reduced disruptive behaviors, and enhanced academic performance. Studies have shown that these skills help protect students from becoming targets of bullying and lower the risk of someone being bullied or even bullying others. Through SEL, students can develop empathy and resolve conflicts better. (Farrington, D; Ttofi, M; Zych I. 2019) Various organizations have initiated campaigns to work on a national framework to introduce SEL inside schools. However, at both the national and international levels, there are still no official programs or curricula for teaching these skills to teachers and students. Even if such curricula were to be developed, are teachers equipped with sufficient knowledge and awareness to teach these skills effectively in Lebanese classrooms?
This research sheds light on the knowledge and awareness of social skills among teachers in Lebanon and Armenia. It aims to investigate whether teachers possess awareness of emotional intelligence as a foundation of social-emotional learning. Additionally, it highlights the benefits of social-emotional learning programs in combating social stereotypes and increasing tolerance in schools. The paper offers a sample of a teacher training module on emotional well-being and social-emotional learning that includes self-awareness, self-regulation, motivation, empathy, and social skills. The research investigates personal competencies of self-awareness and knowing the "self", identifying practical self-regulation tools, and effective ways for teachers to show empathy and "read" the emotions of others.
These best practices aim to teach learners skills such as emotional awareness, impulse control, stress management, adaptability, initiative, and overall happiness. These life skills aim to future-proof learners, giving them tools for a better quality of life as individuals, schools, and communities. The paper offers recommendations and guidelines for school leadership teams and policymakers that would aim to create more equity and tolerance inside their classrooms. Emotional intelligence has been integrated into educational systems throughout Europe and the United States through Social Emotional Learning (SEL) programs. According to CASEL (Collaborative for Academic, Social, and Emotional Learning), SEL is an educational approach that helps people develop social skills and awareness of themselves and others. School-based SEL can enhance students' academic achievements and interpersonal skills. By emphasizing positive behaviors over negative ones, SEL fosters healthy development in youth.
It helps set school-wide policies that nurture individual differences and allow learners to reach their maximum potential. SEL targets learners, parents, teachers, administrators, and the community at large, as all stakeholders in the education system. Implementation of SEL curricula in schools promises hope on a larger scale for preparing lifelong learners, competent individuals who know themselves well, are aware of their strengths and weaknesses and are empathetic citizens in their society (CASEL 2021).
Educational curricula and programs should start with a thorough assessment of teachers' competencies in Lebanon and Armenia before establishing nationwide curricula and frameworks. It is crucial to promote awareness of these skills through evidence-based research, demonstrating their importance before making them a policy priority.
The Research Significance
Research on emotional intelligence and social skills has revealed various definitions and competencies, ranging from "self-awareness" to "leading one's self" to understanding and leading others. Mayer and Salovey explain that emotion regulation follows emotional self-awareness. It involves the ability to understand, perceive, and reason through emotions to manage and regulate them effectively. Emotional self-awareness, along with self-regulation, creates harmony in the mind and heart of the individual.
According to Mayer and Salovey, the first branch of emotional intelligence is perceiving emotions. It is the ability to identify and understand emotions from facial expressions, vocal cues, and even visual stimuli such as pictures. This branch also encompasses the capacity for individuals to recognize and interpret their own emotions. Labeling and understanding emotions serve as the foundation for utilizing this emotional "data" and taking appropriate action. The second branch involves using emotions. This entails employing perceived emotions in decision-making, critical thinking, and problem-solving. When individuals harness their positive energy and motivation to enhance performance, they leverage their emotional state to benefit their personal and professional lives. Being aware of emotions and utilizing them effectively facilitates cognitive processes and enables better decision-making.
The third branch of emotional intelligence involves the ability to understand emotions, including their causes, nature, and patterns. By identifying and labeling different emotions and discerning even subtle differences among them, individuals can better recognize how emotions evolve, what triggers them, and the factors that influence them. Consequently, they can more effectively channel their emotions towards constructive outcomes and implications. The fourth branch entails a higher level of skill in managing emotions. Individuals at this stage can take control of their emotions and regulate them, allowing themselves to master the emotion rather than allowing emotions to dictate their decisions and behaviors. At this stage, individuals can direct emotions such as anger and disappointment towards more positive emotions such as motivation, thereby setting a framework for more productive outputs (Mayer, J. & Salovey, P. 1997).
Daniel Goleman explains that there's a new way of being intelligent beyond traditional IQ, which involves gaining self-awareness, self-management, social awareness, and relationship management. Richard Boyatzis, in his Intentional Change Theory, emphasizes the importance of change, suggesting that when individuals, teams, and communities undergo intentional change, sustainable transformations occur, impacting organizations, countries, and the global community. Drawing from two decades of research, Goleman and Boyatzis provide evidence that emotional intelligence is essential for leaders and professionals in leadership roles to effectively navigate change and foster growth with a positive mindset (Boyatzis, Goleman 1999).
When discussing emotional intelligence, training and development emerge as essential areas for further exploration. - Cherniss and Goleman argue that emotional intelligence competencies can be developed by creating supportive environments and a sustained commitment to ongoing support.
If emotional intelligence is considered a skill, then, akin to other skills and competencies, training becomes pivotal in amplifying the impact of these skills (Cherniss, Goleman 2001).
In general, individuals aspire to create and live happy lives filled with satisfaction and joy. Social psychology research endeavors to understand how individuals are influenced in their thoughts, feelings, and behaviors by their surroundings and the communities in which they exist. Just as employers seek the "right" employee suited to the role, task, and work culture, schools also strive to prepare the "right" citizens for the community and cultivate future leaders for the 21st century.
The current research aims to provide insight into the foundation of emotional intelligence within classrooms. It offers a data-driven analysis of areas where teachers excel and identifies competencies that teachers need to enhance. By doing so, it aims to better equip teachers to train the citizens of tomorrow in the social-emotional learning skills necessary for personal and social competencies. Programs designed to promote social well-being in schools can help learners identify, label, monitor, and regulate their emotions, as well as enhance their understanding of themselves and others. These learners often experience improvements in academic outcomes and behavior, as well as foster a supportive environment among their peers. Consequently, such programs contribute to creating a more positive atmosphere within schools.
Students, alongside teachers and administrators, recognize the benefits of attending schools that prioritize social and emotional teaching (SEL), particularly in terms of improving relationships, reducing bullying, and preparing for post-secondary education, work, and life (DePaoli, Atwell, Bridgeland & Shriver 2018).
Research within the pedagogical community has revealed that schools offering SEL exposure and activities are highly appealing to students from diverse backgrounds. Students in SEL-focused schools exhibit social skills and emotional development that contribute to a conducive learning environment, where they feel respected and valued. Consequently, they experience enhanced academic performance, foster positive relationships with others, are better prepared for life beyond school, and are more inclined to serve and contribute to their communities compared to peers who did not receive SEL education in their schools.
When students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across various contexts, academic learning accelerates. Numerous studies provide consistent evidence that Social and Emotional Learning (SEL) enhances academic performance.
Results from a landmark meta-analysis examining 213 studies involving over 270,000 students revealed the following:
* SEL interventions addressing the five core competencies led to an 11 percentile point increase in students' academic performance compared to non-participating students.
* Students engaging in SEL programs demonstrated improved classroom behavior, enhanced stress and depression management skills, and more positive attitudes towards themselves, others, and school.
* Further meta-analyses corroborated these results, indicating consistency across independent research teams and providing robust support for the benefits of well-implemented SEL programs (Durlak et al. 2011).
More recently, a systematic review conducted in 2021 revealed that universal Social and Emotional Learning (SEL) interventions effectively enhance young people's social and emotional skills while also reducing symptoms of depression and anxiety in the short term. In contrast, other approaches such as mindfulness interventions have shown inconsistent results, and positive youth development interventions have demonstrated limited evidence of impact (Aguirre 2021).
Given the diverse definitions and approaches to SEL, it is crucial to unify efforts and create harmony around concepts of the "self" and the "other," encompassing understanding, empathy, and effective decision-making. Without a clear nationwide policy, these efforts may diverge, resulting in varied definitions and implementations, potentially leading to chaos instead of peace.
Research Objectives
SEL is a vital skill for learners, who are the leaders of the future, for them to lead in high stress levels and also build and sustain healthy relationships, they need to manage themselves, identify their triggers and motivators so that they can regulate and lead their lives, then to be able to lead their surroundings without suppressing emotions, rather adequately dealing and managing them. (De la Serna, Juan Moisés 2018)
According to six seconds editorial research on emotional intelligence, research offers evidence that well designed and well implemented school programs offer children and youth opportunity to cater to emotional and overall health, thus positively effecting their growth in life and academics, addressing all their needs so they fully reach to their maximum potential. EQ and academic achievement research show positive outcomes for learners and also overall positive school outcome. (Six Seconds).
"...Social and emotional learning students have significantly better attendance records; their classroom behavior is more constructive and less often disruptive; they like school more; and they have better grade point averages. They are also less likely to be suspended or otherwise disciplined". (Timothy Shriver & Roger Weissberg 2005)
SEL programs target learners, parents, teachers, administrators, and the broader community, encompassing all stakeholders within the education system. The implementation of SEL curricula in schools holds promise on a larger scale, aiming to prepare lifelong learners who are competent, self-aware, and empathetic citizens in their society (CASEL 2021).
SEL plays a crucial role in fostering equity within the community, providing a safe environment for all learners regardless of their abilities or background. By promoting collaboration and effective communication, these programs contribute to a supportive learning environment. Moreover, SEL initiatives enhance academic performance, boost learners' self-esteem, and improve their ability to form lasting, meaningful relationships. This interdisciplinary approach, which integrates academic content with essential life skills, offers a framework for investigating and understanding its profound implications.
It is imperative to examine emotional intelligence through the perspectives of both education and psychology, at both national and international levels. Developing social and emotional skills has the potential to foster greater equity in education, while also improving mental health and well-being, increasing tolerance levels, reducing disruptive behaviors, and positively impacting academic performance. Studies have demonstrated that these skills serve as protective factors, reducing the likelihood of students becoming targets of bullying and decreasing the risk of either being bullied or engaging in bullying behaviors themselves. Through Social and Emotional Learning (SEL), students can cultivate empathy and enhance their ability to resolve conflicts effectively (Farrington, D; Ttofi, M; Zych, I 2019).
The study underscores the significance of emotional intelligence and social skills in the lives of both learners and teachers, with the following goals in mind:
* Conducting a comprehensive analysis of the literature dedicated to emotional intelligence to establish a foundational understanding of the topic.
* Explaining the concept of emotional intelligence, identifying its components, and presenting its key characteristics to provide clarity and insight.
* Proposing a training module designed to equip teachers with the knowledge and skills necessary to effectively introduce social-emotional skills in schools.
Methodology
The study commenced with a pilot study involving interviews with school principals and teachers to establish the groundwork for the research. Focus groups were then conducted to introduce the concepts of emotional intelligence and social skills, aiming to ascertain a common general understanding among educators in Lebanon. Questions posed during these focus groups included inquiries such as "Can you define emotional intelligence?", "What do you believe are the social skills needed for learners in the 21st century?", "Do you have policies related to social-emotional well-being?", and "Have your teachers attended any workshops or courses on this subject?". Responses to these questions predominantly ranged from "I don't know" to "We don't have time for it." The focus groups revealed a lack of a common definition among participants, and it became evident that they had little to no experience in implementing social-emotional learning (SEL) skills within classrooms. Despite this, teachers mentioned various activities they were utilizing in their classrooms in hopes of improving their students' social skills. However, they were unaware that these activities were directly targeting social-emotional learning. This highlights a gap in understanding and implementation of SEL practices among educators in the studied context. Following this, a letter was distributed to school principals to encourage teachers to participate in the current study.
Additionally, the survey tool was shared across various social media networks of teachers, who voluntarily filled the form. The initial section of the Google Form distributed to all participants focused on collecting demographic information. In Lebanon, a total of 87 females and 17 males participated in the study. The participants' ages were diverse, as were their years of experience in teaching.
The second section of the study consisted of the various tools to measure emotional intelligence of teachers. A smaller group of participants joined the research from private and public schools in Yerevan.
The first tool in this area was N. Hall's tool that's used for assessing "emotional intelligence" (EQ questionnaire) 09.02.2017 Irina Andreeva 9 N. Hall's method for assessing "emotional intelligence" (EQ questionnaire) // E.I. Ilyin. Emotions and feelings. - St. Petersburg: Peter, 2001. - S. 633-634. N. Hall's technique is proposed to identify the ability to understand the relationship of the individual, represented in emotions, and manage the emotional sphere on the basis of decision-making. It consists of 30 statements and contains 5 scales: 1) emotional awareness, 2) management of emotions (rather it is emotional outgoing, emotional non-rigidity), 3) self-motivation (rather, it is just arbitrary control of one's emotions, excluding paragraph 14), 4) empathy, 5) recognition of emotions of other people (rather - the ability to influence the emotional state of others). Below you will be offered statements that one way or another reflect various aspects of your life. Please write a number to the right of each statement based on your score: Completely disagree - (-3 points); Mostly disagree - (-2 points); Partially disagree - (-1 point); Partially agree - (+ 1 point); Mostly agree - (+2 points); Completely agree - (+ 3 points).
Findings
The Hall's tool was utilized to measure the emotional awareness of the participants. Upon comparison between males and females, it was found that females exhibited higher levels of self-awareness compared to males, who scored lower on this aspect. The results in Lebanon were as follows:
Female teachers exhibited a higher level of self-awareness compared to male teachers. However, across the entire population, whether male or female, a majority (67%) demonstrated high levels of self-awareness and self-knowledge, with 15% exhibiting medium levels, and only 18% displaying low self-awareness.
Similarly, in terms of emotion management, women tended to have higher levels of emotion control and regulation compared to men.
Overall, the analysis of emotion management skills revealed that 59% of participants demonstrated high levels of emotion regulation, 22% exhibited medium levels, and the remaining 19% displayed low emotion regulation skills. The third aspect measured by Hall's tool was self-motivation. The results remained consistent with the previous components. The majority of teachers demonstrated high levels of motivation (56%), with 16% exhibiting medium levels, and 28% displaying low motivation.
The next section of the Hall's tool measured the social skills and interpersonal capabilities. The results differed from those of the first section, which focused on intrapersonal skills and personal attributes.
Forty-three percent of females and 64% of males scored low on empathy, while the overall scores were consistent with the detailed description. On average, 53% of the general population scored low on empathy. Specifically, 46% of the participants scored low on empathy, 32% scored medium, and only 22% scored high.
The final component aimed to evaluate individuals' capacity to recognize emotions in others. The results indicated that 59% of females and 53% of males scored low in their ability to recognize and interpret emotions in others. Overall, 56% of participants demonstrated a low score in these skills. Fifty-six percent of overall participants showed a low score in these skills.
These findings raised concerns about the current situation. In response, a new training course was developed by the researcher, drawing upon various research in the field, including resources from CASEL and Daniel Goleman's theory. The training module was based on a literature review and the researcher's teaching and training experience. It was then offered to a group of participants to enhance their emotional intelligence.
In Armenia, the results were as follows: most of the teachers had a medium level of emotional awareness while managing emotions was a highlight. A vast majority of teachers had low emotion management skills. Motivation was overall ranging from low to medium to high. Low empathy was another topic to show where most of the teachers had low empathy. It is true that most teachers were able to recognize emotions in others, nevertheless, it was reading own emotions and empathy that was highlighted by this tool.
Research showed a need to further investigate the emotional intelligence of teachers and especially empathy to better prepare teachers to teaching learning processes and to 21st century classrooms.
Discussion
Tremendous evidence that empathetic individuals are more tolerant and show fewer stereotypes in their community. The research aims to improve teacher empathy and thus tolerance and help raise the tolerance level and acceptance of the other. A training module is proposed where the researcher aims to offers hope to target the wellbeing of educators and combat their stereotypes. The training contained 6 modules: Introduction to Emotional Intelligence, Self-awareness, Self-regulation, Motivation, Empathy and Social Skills.
Finally, evidence indicates that teachers demonstrate self-awareness and possess effective skills to manage and regulate their emotions, particularly in terms of personal competencies such as self-awareness and self-regulation, enabling them to lead and motivate themselves effectively.
However, there are significant concerns regarding their level of empathy and their ability to understand and interpret the emotions of others. This is particularly concerning as empathy and understanding others are fundamental aspects of the teaching and learning process. For schools to improve academic performance and provide students with a solid foundation in social skills, teachers play a crucial role as agents of change. As role models, teachers must possess the ability to empathize and understand the emotions of others. This allows them to demonstrate empathy and kindness effectively, fostering a supportive and nurturing learning environment for students. It is crucial to identify the need for social-emotional and emotional intelligence skills among teachers both before and during their teaching careers, whether in pre-service or in-service teaching tracks. Providing teachers with training and professional development opportunities to enhance these skills is essential to ensure their readiness to implement curricula and national frameworks effectively.
Furthermore, integrating social-emotional learning and emotional intelligence into teacher preparatory courses and programs is of utmost importance. This ensures that future teachers are equipped with the necessary empathetic skills to enter classrooms and establish supportive relationships with learners. By incorporating these concepts into teacher training, educators will be better prepared to implement teaching strategies that prioritize emotional well-being and foster positive learning environments.
Research proves that training, similar to the one recommended by the study, has the potential to improve teachers' empathy levels and enable them to develop and maintain healthy social skills. Therefore, it is essential to offer training sessions, workshops, and courses to current teachers to equip them with the necessary skills for effectively implementing the Social Emotional Learning curriculum. Targeting both pre-service and in-service teachers is indeed an effective approach to training educators on emotional intelligence and empathy. By equipping teachers with these essential skills, they can better support demotivated learners and emotionally unbalanced youth, thereby contributing to the healing and recovery of society as a whole.
Readiness at the level of policymakers is crucial when discussing the concept of emotional intelligence and social skills. It is vital to ensure that leaders in education systems, organizations, and schools understand the long-term benefits of developing Social Emotional Learning (SEL) programs and experience their own competencies in emotional intelligence. This understanding enables them to effectively communicate the purpose and importance of such programs. School leaders and national educators at the ministry level need to monitor, evaluate, and provide ongoing feedback on the development of competencies within their personal development plans, as well as the impact of these programs within schools. This comprehensive approach ensures that SEL initiatives are effectively implemented and supported at all levels of the education system.
To advance such programs, educational leaders must first conduct a clear assessment of their own strengths and limitations. This allows them to enhance their own capabilities before becoming change catalysts within their organizations. Goleman emphasizes that emotional intelligence skills are teachable and learnable. Research indicates that emotional intelligence is initially influenced by genetics and then further developed during childhood. It grows and increases through healthy and meaningful experiences and interactions, including those between parent and child, child to child, child to school, and child to society. Aligned with Goleman's perspective, Qualter and Gardner assert that social and emotional learning curricula implemented in schools can assist children in enhancing their emotional intelligence. These programs have the potential to improve children's self-worth and self-regard from the early stages of life (Qualter and Gardner, 2007).
If personal and social competencies such as self-awareness, self-regulation, empathy, motivation, and emotional coaching can indeed be learned and acquired, as affirmed by Mathew and Deary (2009) and Goleman (1995, 1998), then the next question arises: where should these skills ideally be taught? According to Mayer and Salovey (1997), schools are considered the optimal environment for introducing social skills at early ages. They argue that human beings should ideally be introduced to emotional intelligence as early as they begin school, and these skills should be taught through educational institutions and curricula, much like any other skill.
More specifically, Petrides, Frederickson, and Furnham (2004) conducted a study involving 650 pupils in British secondary education to assess the potential role of emotional intelligence in academic performance and deviant behavior at school. Their findings indicated that trait emotional intelligence was significantly correlated with scholastic achievement, particularly in language subjects. Additionally, the trait emotional intelligence showed a negative association with unauthorized absences and expulsion from school. According to Petrides et al., emotional intelligence is an aspect that warrants investigation, particularly for vulnerable learners. This suggests that understanding and nurturing emotional intelligence may play a crucial role in supporting the academic success and well-being of students, especially those facing challenges or adversity (Petrides, Frederickson, and Furnham 2004).
Brackett and Katulak (2006) emphasize that the introduction of any new change to school curricula should ideally begin with the education of teachers, followed by administrative support before the desired results can be observed at the learner level. They advocate for teachers to receive training that equips them with both theoretical knowledge and practical tools to integrate new concepts and skills into education effectively. According to Brackett and Katulak, it is essential for teachers to attend workshops and training sessions before entering the classroom. These preparatory courses should provide teachers with a solid theoretical background as well as practical tools to implement innovative approaches and create a safe, caring, satisfying, and productive school environment. By adequately preparing teachers, educational institutions can ensure that they are equipped to meet the diverse needs of their students and effectively promote their social, emotional, and academic development.
Therefore, realistically initiating advocacy through pre-service and in-service teacher training should be prioritized, followed by the establishment of a national framework and curricula for universities and schools.
Recommendations and Future Research Directions
Brackett and Katulak (2006) assert that the introduction of any new change to school curricula should commence with teacher education, followed by administrative support, before noticeable results can be observed at the learner level. They argue that before teachers enter the classroom, they must undergo proper workshops and training to effectively create a "safe, caring, satisfying, and productive school environment." According to Brackett and Katulak, these preparatory courses should offer teachers both theoretical knowledge and practical tools to implement innovations in their daily classrooms (Bracket & Katulak 2006).
Preservice and in-service teachers felt the need to integrate technology into education, thus digital citizenships and information communication technology was introduced in the teacher preparatory courses. To facilitate this integration, numerous seminars, conferences, workshops, and courses were offered to ensure that teachers were equipped to utilize technology for enhanced teaching and learning methodologies suitable for 21st-century classrooms. In-service teachers need workshops, seminars, and other forms of learning to acquire knowledge about these skills and how to integrate them into their teaching methods while aligning them with their academic objectives.
Schools need to integrate SEL into their culture, utilizing both top-down and bottom-up approaches simultaneously to ensure that teachers' efforts are supported by a nurturing environment that promotes these skills. Unique SEL sessions may enhance this process, and providing explicit sessions for learners on self-awareness, self-regulation, empathy, motivation, and social skills can empower them to become better decision-makers and problem-solvers. Policymakers play a crucial role in creating nationwide policies and roadmaps to address human mental health, ensuring that all learners have access to quality education that enhances the emotional well-being of citizens, especially children and teachers.
The research recommends schools to offer teachers professional development opportunities on SEL and help develop teaching resources and tools that facilitate the task of introducing these skills in the classroom.
The preparation of teacher guidelines, training videos, course syllabi and content, along with a national curriculum can help draw an actionable roadmap for the schools to plan ahead targeting the whole child wellbeing and their successful acquirement of social skills that increase their chances of success outside schools and classrooms, in real life, where they are self-aware, self-regulating leaders who know how to motivate themselves and others, building and maintaining healthy lifelong relationships.
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16. Shriver, T.P., & Weissberg, R.P. "No Emotion Left Behind." The New York Times, 16 Aug. 2005, www.nytimes.com/2005/08/16/opinion/no-emotion-left-behind.html. Accessed 15 July 2024.
ՀԱՅԱՍՏԱՆԻ ԵՎ ԼԻԲԱՆԱՆԻ ՀԱՅԿԱԿԱՆ ԴՊՐՈՑՆԵՐԻ ՈՒՍՈՒՑԻՉՆԵՐԻ ՍՈՑԻԱԼ-ՀՈՒԶԱԿԱՆ ՀՄՏՈՒԹՅՈՒՆՆԵՐԻ ՁԵՎԱՎՈՐՈՒՄԸ
ՄԵՐԻ ՂԱԶԱՐՅԱՆ
Խաչատուր Աբովյանի անվան հայկական պետական
մանկավարժական համալսարանի՝ ակադեմիկոս Մ. Մազմանյանի անվան հոգեբանության ամբիոնի հայցորդ,
ք. Բեյրութ, Լիբանան
Հոդվածում ներկայացվում է Հայաստանի և Լիբանանի մանկավարժական հաստատություններում իրականացրած հետազոտության համեմատական վերլուծության արդյունքները: Սույն հոդվածի նպատակն է ուսումնասիրել ուսուցիչների ինքնագիտակցության, ինքնակարգավորման, կարեկցանքի, մոտիվացիայի և սոցիալական հմտությունների մակարդակը, ներկայացնել սոցիալական հմտությունների կարևորությունը ժամանակակից դպրոցներում, ուսուցման ռազմավարություններում և ապագա մանկավարժների պատրաստման գործում, ինչպես նաև բացահայտել ուսուցիչների ուժեղ կողմերը այդ ոլորտներում, գտնել այն խնդիրները, որոնք մեկնարկային կետեր կլինեն համայնքներին մասնագիտական զարգացման հնարավորություններ առաջարկելու համար: Աշխատանքում ներկայացնում է մանկավարժների անձնական և սոցիալական իրավասությունների համեմատական ուսումնասիրության քանակական վերլուծություն: Այն առաջարկում է գրականության ակնարկ սոցիալական զգացմունքային ուսուցման ծրագրերի առավելությունների վերաբերյալ՝ դպրոցներում արդարություն ստեղծելու, ինքնագիտակցության ոգին սնուցելու, սովորողներին հույզերի կարգավորման գործիքների և կարեկցանքի վրա հիմնված առողջ, երկարատև հարաբերություններ կառուցելու կարողության վերաբերյալ: Հոդվածում ներկայացվում են առաջարկություններ և ուղեցույցներ դպրոցների համար, որոնք նպատակ ունեն արդյունավետ կերպով ներկայացնելու սոցիալական զգացմունքային ուսուցումը դասարաններում՝ թիրախավորելով ուսուցիչների գիտելիքները սոցիալական հուզական ուսուցման վերաբերյալ:
Հիմնաբառեր՝ հոգեկան առողջություն, սոցիալական հմտություններ, սոցիալական զգացմունքային ուսուցում, հուզական բարեկեցություն, փափուկ հմտություններ, կյանքի հմտություններ, Հայաստան, Լիբանան:
ФОРМИРОВАНИЕ СОЦИАЛЬНО-ЭМОЦИОНАЛЬНЫХ НАВЫКОВ УЧИТЕЛЕЙ АРМЯНСКИХ ШКОЛ В ЛИВАНЕ И АРМЕНИИ
МАРИ КАЗАРЯН
соискатель кафедры психологии имени академика М. Мазманяна
Армянского государственного педагогического
университета им. Хачатура Абовяна,
г. Бейрут, Ливан
В статье представлены результаты сравнительного анализа исследований, проведенных в педагогических учреждениях Ливана и Армении. Целью данной статьи является изучение уровня самосознания, саморегуляции, эмпатии, мотивации и социальных навыков учителей, представление важности социальных навыков в современных школах, в стратегиях преподавания и при подготовке будущих педагогов, выявление сильных сторон учителей в этих областях, а также выявление проблем, которые станут отправной точкой для предоставления сообществу возможностей профессионального развития. В статье представлен количественный анализ сравнительного исследования личностных и социальных компетенций педагогов. Кроме того, представлен и обзор литературы о преимуществах программ социально-эмоционального обучения с точки зрения обеспечения равенства в школах, воспитания духа самосознания, предложения учащимся инструментов регулирования эмоций и способности строить здоровые долгосрочные отношения, основанные на эмпатии. В статье представлены рекомендации и методические указания для школ, которые стремятся эффективно внедрить социально-эмоциональное обучение в классах, ориентируясь на знания учителей в области социально-эмоционального обучения.
Ключевые слова: психическое здоровье, социальные навыки, социально-эмоциональное обучение, эмоциональное благополучие, мягкие навыки, жизненные навыки, Армения, Ливан.
Հոդվածը ներկայացվել է 03.03.2024թ., գրախոսվել` 17.04.2024թ., տպագրության ընդունվել` 31.07.2024թ.:
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