Exploring the perceptions of a group of South African educators who participated in a social and emotional learning intervention

Abstract

Educators form the backbone of learner development and growth. With advances in Social and Emotional Learning (SEL) interventions in educational settings internationally, understanding the perceptions of educators as to how effective such training can be, can be used to advocate the benefits of SEL training for educators in South African schools. Training programmes of this nature can assist in equipping and training educators in ways that are not only beneficial for the educators, but for the learners as well. This study aimed to explore the perceptions of a small group of volunteering educators who participated in an intervention focusing on SEL skills on an online platform. A qualitative research approach was used following a phenomenological research design. Data was collected through online semi-structured interviews. The educators who received online SEL training were asked to share their experiences and perceptions about SEL training and the value of implementing SEL skills in schools. The data was analysed using thematic analysis. Three themes were identified from the data: the value the SEL training had for educators as individuals and how some educators in public and private schools can implement aspects of SEL; barriers to implementing SEL in South African public schools; and what would be needed in the educational system to implement SEL in public schools. These results can be used to advocate for the value of SEL training for educators and learners, as well as to promote attitudes and programmes in education to allow for SEL training in future.