The Impact of Social Emotional Learning on Students' Classroom the Impact of Social Emotional Learning on Students' Classroom Behaviors and Its Relationship Teachers' Perceptions of School Climate

Abstract: 

This study aimed to examine the impact of social-emotional learning (SEL) on students’ classroom behaviors and its relationship with teachers’ perceptions of the school climate. The research employed a descriptive correlational design and was conducted on a sample of )100( students and 50 teachers across four private schools.

The findings revealed a positive correlation between the level of social-emotional learning and students’ classroom behaviors. Students with higher social-emotional skills demonstrated greater discipline, cooperation, and participation. Furthermore, positive student behaviors were associated with more favorable teacher perceptions of the school climate, thereby fostering a supportive educational environment. In addition, teachers who taught students with high levels of social-emotional learning reported greater job satisfaction and fewer classroom management issues

The study recommends integrating SEL into curricula, training teachers on SEL strategies, and fostering a supportive school environment. It also suggests conducting future research on SEL’s impact on academic achievement and mental health.