Effect of teaching the social-emotional skills on developing these skills

Introduction: This study surveyed the effect of teaching social-emotional skills on teachers to develop their social-emotional skills.   Method: This research is a kind of experimental design in which ۶۸ elementary teachers (grades ۴ and ۵) with at least ۱۰ years of teaching experience and bachelor degree randomly assigned into control (۱۸ females, ۱۶ males) and experimental (۲۰ females, ۱۴ males) groups. The Bar-On social-emotional scale (already informed by Samooei) used collecting data. This questionnaire has ۹۰ items in ۵ domains (interpersonal, intrapersonal, adjustment, general mood and stress management). Social-emotional skills in the field of interpersonal and intrapersonal skill taught in ۱۰ two-hour sessions to experimental group participants.   Results: Experimental group performance in social-emotional skills and its components were higher than the control group and their difference was significant. There was no significant decrease in social-emotional skills and its components after ۴ months.   Conclusion: To be most effective, emotional literacy content and processes should be applied consistently across the curriculum in all grade levels. Earlier steps to operate social-emotional program are to involve teachers with these skills and to promote their social-emotional abilities.

کلیدواژه ها:

Teachers ، Teaching ، Social-Emotional Skills