Factors Affecting Social Emotional Learning Implementation: Teachers’ perspectives from Lebanon and Palestine
DOI:
https://doi.org/10.69867/الكلمات المفتاحية:
Keywords: Social Emotional Learning, Teachers’ Perceptions, SEL Implementation, School Climate, Educational Policyالملخص
This study aimed to explore the factors affecting the implementation of Social Emotional Learning (SEL) by examining teachers’ perceptions and practices in Lebanon and Palestine, as well as school- and policy-level influences. The study adopted an explanatory sequential mixed-methods design. Quantitative data were collected through a survey administered to 320 teachers in Lebanon and 106 teachers in Palestine, followed by qualitative data from focus group discussions. The results indicated that teachers hold positive attitudes toward the importance of SEL; however, implementation faces challenges such as limited resources, insufficient institutional support, and lack of specialized training. Findings also showed that SEL is most commonly integrated within academic subjects rather than taught as a standalone subject. The study recommended developing sustained professional training programs, fostering collaborative school environments, integrating SEL into curricula, and adopting supportive national policies to ensure sustainable implementation within educational systems.
التنزيلات
المراجع
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التنزيلات
منشور
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2026 ², Ramsey O Ata، Rana S Fleihan، Chirine Sh Ajab (مؤلف)
هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
مجلة رابطة التربويين الفلسطينيين للآداب والدراسات التربوية والنفسية
الرقم الإلكتروني: 1941-2789
احتفاظ المؤلفين بحقوق الطبع والنشر
تسمح مجلة رابطة التربويين الفلسطينيين للآداب والدراسات التربوية والنفسية للمؤلفين بالاحتفاظ بحقوق الطبع والنشر ومنح المجلة حق النشر الأول مع العمل المرخص في نفس الوقت بموجب ترخيص Creative Commons Attribution (CC-BY) 4.0 الذي يسمح للآخرين بمشاركة العمل مع الاعتراف بتأليف العمل ونشره الأولي في هذه المجلة.
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