Teacher Perceptions and Implementation of Social and Emotional Learning Curriculum in Nigerian Primary Schools
Ushie, Hannah Oizamisi, Ushie, Peter Ochiche, Akpan Emmanuel Mendie
Abstract
This study investigates teacher perceptions and implementation of social and emotional learning Curriculum in Nigerian primary schools. Three research questions guided this study. Inductive approach was adopted in the study since the study is focused on themes or patterns that teachers’ opinions show after analysis. The sample of this study consisted of 10 Primary school teachers in Nigerian primary schools comprising of four (4) males and six (6) females with age range of below 30 years to 51 years and above. Accidental sampling was adopted. The instrument for data collection is a semi-structured interview titled, Social Emotional Learning Interview (SELI). The instrument had two sections. Section A collected data on respondents’ bio-data while section B, elicited responses from the respondents based on the research questions. The approach employed for data analysis, is the thematic analysis method. This was used considering the qualitative nature of the interview. A six-step system was developed to help establish clarity and rigor around this process, and this system was used when conducting a thematic analysis. The six steps are, familiarization, generating codes, generating themes, reviewing themes, defining and naming themes and creating the report. Findings reveals that perceptions of teachers towards the implementation of social and emotional learning curriculum in Nigerian's Primary schools varies, with male teachers having a higher understanding and awareness of SEL. Based on the results it was recommended among others that implement targeted professional development workshops focused on SEL for all elementary school teachers, with particular emphasis on female teachers.
Keywords
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