The Effectiveness of Socio-emotional Education and the Application Difficulties It Faces as Viewed by Basic Education Teachers

Abstract

This study aims to know the effectiveness and reality of applying the socio-emotional education and the difficulties it faces in achieving its goals in basic education schools, the second cycle, in schools of the city of Latakia from the point of view of its teachers, and to reveal statistically significant differences according to the variables of gender and years of experience. It relies on the descriptive analytical approach to suit the objectives and nature of the study. The study uses a questionnaire consisting of three axes: the first measures the effectiveness of emotional education in achieving its goals and consists of 31 statements, the second measures the reality of applying emotional education and consists of 27 statements, and the third measures the difficulties facing teachers and consists of 10 statements, all of which were distributed to the study sample. 140 male and female teachers of social emotional learning in basic education schools-the second cycle in the city of Latakia.

The study concluded that emotional education is effective from the point of view of teachers in developing and achieving some aspects and not achieving or neglecting others. It also indicated that there are many difficulties in applying emotional education. The study recommends the need to integrate the areas of social emotional learning with other academic subjects, and to integrate social emotional learning competencies into teacher preparation programs and for them to be taught by counseling psychology or sociology teachers or by those subject to intensive programs and courses in emotional learning.