Education postgraduates` understanding of and their readiness to implement Social Emotional Learning (SEL)

Abstract

Social and emotional learning (SEL) are two significant components that often dictate the level of one’s ultimate success. This study undertakes to investigate the current depth of understanding regarding SEL among education postgraduates at IIUM, Malaysia and their readiness to implement SEL programs for students under their scope of responsibility. 117 students participated in this study employing a purposive sampling method. Data were collected in two methods of contact: physical distributions in classes and online google documents. Three instruments were adopted in this study and the researcher narrowed down the combined three questionnaires into a single, 30-item questionnaire. There were five objectives pursued in the study. For the first two questions, which measured the level of understanding and teachers’ readiness, descriptive analysis was used. Inferential statistics, including Pearson correlation, independent t-test, and one-way ANOVA were utilized to analyze data collected in response to the other three research questions. Results derived from this study demonstrate that education postgraduates have a slight understanding of SEL, and they are ready to implement SEL, providing that they receive the necessary training to which the report is open. A medium, positive correlation was found between understanding and readiness to implement SEL. No significant difference with respect to education postgraduates’ understanding was indicated from analysis of the collected data based on gender, nationality, age or years of teaching experience. Through linear regression analysis, the results revealed that attitude predicted readiness by 24%. This study provides the first comprehensive assessment of IIUM education postgraduates’ understanding of SEL and their readiness to implement SEL, specifically in the context of a Malaysian educational system with Malaysian educators. Further studies should be expanded among students, school administrators and decision-makers, including parents in order to make SEL a broader success.