Kwartalnik Pedagogiczny
pl
Oryginalny artykuł naukowy
Kwartalnik Pedagogiczny

South African teachers’ perceptions and experience of social emotional learning

2026, 71, Numer 1

Gloria Marsay

0000-0002-2946-2044

Uniwersytet Wolnego Państwa w Bloemfontein

DOI

10.31338/2657-6007.kp.2026-1.6

Data publikacji

23.06.2026

Model publikowania

hybrydowy

Rodzaj licencji

CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Język publikacji

Angielski

Liczba wyświetleń:9

Liczba pobrań:0

Cytowania Crossref:0

Wynik Altmetric:0

Abstrakt

The role of the teacher in South Africa is often complex and overwhelming. Many children were orphaned because of the AIDS pandemic and as a result, teachers often played the role of primary caregiver for many child-headed households. The COVID-19 pandemic exacerbated problems for the teachers who are already overburdened. This paper is a review of two qualitative studies which reveal how teachers in South Africa, perceive the relevance of Social Emotional Learning (SEL) skills. The first study uses grounded theory approach to understand perceptions of teachers and the second study explores the perceptions of teachers from public and private schools who, during the COVID-19 pandemic participated in an online intervention focusing on SEL skills. The three dominant themes which emerged from the meta-analysis were: the importance of interpersonal relationships; the benefit of SEL skills for both teachers and learners; improved learning environment. These themes illustrate the collectivist culture which prevails in South Africa. The results can be used to advocate the value of SEL training and promote culturally and contextually appropriate implementation of SEL interventions.

Słowa kluczowe:

teachers’ perceptions,Social Emotional Learning (SEL),South Africa

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