A CORRELATIONAL STUDY OF SEE COMPETENCIES AMONG SCHOOL TEACHERS

The Present scenario indicates that human life is complex. Every individual has to face a range of challenges in social situations. The Social, Emotional and Ethical (SEE) Learning Framework is a conceptual framework intended to support the development and implementation of programmes and curricula that foster social, emotional and ethical learning in schools and in higher education. In order to do this, SEE Learning provides a broad structure for such programmes that can be explored and taught in classrooms to facilitate social, emotional and ethical learning. SEE Learning is grounded in the idea that education can be expanded to foster the values and competencies that lead to greater happiness for both individuals and society at large. SEE Learning is based on three dimensions: (1) Awareness, (2) Compassion, and (3) Engagement. The three dimensions of SEE Learning relate intimately to each other and are therefore depicted as overlapping. Each contains a set of specific competencies that can be taught individually, but are best understood within the context of the whole. It is very essential for teachers to understand SEE learning dimensions so that relevant activities and programmes are organised in schools. The seed of present paper is sown with the thought that “Are the different dimensions of SEE learning correlated?” and “Which specific competencies comprise dimensions of SEE learning?” The researcher is keen to know the level of SEE competencies among school teachers and the correlation within the dimensions of SEE learning because school teachers play prominent role in cultivating social, emotional and ethical values among the students. SEE competency scale was prepared by researcher and data was collected through survey method from primary and secondary school teachers. The outcomes of the present study indicate that the three dimensions of SEE learning are interdependent and essential for holistic development of students