<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia, which to date is still the only SEL program in our country. Initiated during the 2012/13 academic year, this program has already been implemented in 41 Latvian schools. In order to address the teachersí perceptions of program effectiveness and sustainability seven focus groups were organized. Thematic analysis of the focus group discussions pointed to various benefits of the program, including a general dissemination of SEL principles, and teachersí reflections on the importance of their own active role in the process of social and emotional learning. The value of the support of the school administration for program sustainability was also noted. The views expressed by the teachers were aligned with previous studies, indicating the importance of external support, the teachersí own understanding of SEL principles, and the willingness to be actively engaged in facilitating quality maintenance of the program.</p></abstract>

The aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia, which to date is still the only SEL program in our country. Initiated during the 2012/13 academic year, this program has already been implemented in 41 Latvian schools. In order to address the teachersí perceptions of program effectiveness and sustainability seven focus groups were organized. Thematic analysis of the focus group discussions pointed to various benefits of the program, including a general dissemination of SEL principles, and teachersí reflections on the importance of their own active role in the process of social and emotional learning. The value of the support of the school administration for program sustainability was also noted. The views expressed by the teachers were aligned with previous studies, indicating the importance of external support, the teachersí own understanding of SEL principles, and the willingness to be actively engaged in facilitating quality maintenance of the program.

Teachers’ Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia,...

Teachers’ Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study

Online veröffentlicht: 23. Jan. 2018

Seitenbereich: 5 - 20

DOI: https://doi.org/10.1515/jtes-2017-0011

Schlüsselwörter
social emotional learning, sustainability, teachersí perspective, focus groups

© by Baiba Martinsone

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Teachers’ Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study

Online veröffentlicht: 23. Jan. 2018

Seitenbereich: 5 - 20

DOI: https://doi.org/10.1515/jtes-2017-0011

Schlüsselwörtersocial emotional learning, sustainability, teachersí perspective, focus groups

© by Baiba Martinsone

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
social emotional learning, sustainability, teachersí perspective, focus groups