“I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi
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Media type:
E-Article
Title:
“I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi
Published in:British Journal of Educational Psychology
Language:
English
DOI:
10.1111/bjep.12483
ISSN:
0007-0998;
2044-8279
Origination:
Footnote:
Description:
<jats:p>Contextualizing the role of teachers in social‐emotional learning (SEL) in Malawi, we examine how teachers’ <jats:italic>comfort</jats:italic> with, <jats:italic>commitment</jats:italic> to, and perceived school <jats:italic>culture</jats:italic> toward SEL relate to their actual teaching of it. Using surveys from 432 primary school teachers (20–60 years old), we found teacher <jats:italic>comfort</jats:italic> and supportive school <jats:italic>culture</jats:italic> were positively related to integration of SEL into classroom instruction, while <jats:italic>commitment</jats:italic> had no statistically significant relationship with implementation. We explore plausible explanations for these findings by interviewing 42 teachers. Together, our findings highlight the importance of teacher support systems and cultural compatibility of the curriculum for successful SEL implementation.</jats:p>