The effectiveness of a program  based on developing  the competences of social and emotional learning (SEL) and the impact on self-efficacy and mindfulness in teaching  at teacher students of the Faculty of Home Economics

Shoaib, Maha Galal Ali; Elshami, Manar Morsi Eldosuki; Mohammed, Noura Ibrahim Gharib

doi:10.21608/sjseas.2023.338615

The effectiveness of a program based on developing the competences of social and emotional learning (SEL) and the impact on self-efficacy and mindfulness in teaching at teacher students of the Faculty of Home Economics

Document Type : Original Article

Authors

Home Economics and Education Dept, Faculty of Home Economics, Menoufia University

10.21608/sjseas.2023.338615

Abstract

The research aims to investigate the effectiveness of a program based on developing the competences of social and emotional learning (SEL) and the impact on self-efficacy and mindfulness in teaching in a sample of teacher students in the 4^th grade with low level of social and emotional learning. The researchers built the competences of social and emotional learning scale, the teaching self-efficacy scale and the mindfulness in teaching scale. The main results show that:

There is a statistically significant difference between the pre and post-test on the measure of social and emotional learning as a whole and its sub-competences in favor of the post-test and between the post and traceral test on social and emotional learning as a whole and relationship skills in favor of the traceral test. But, there is no statistically significant difference between the post and traceral test on self-awareness, social awareness, self-management and responsible decision making.
There is a statistically significant difference between the pre and post-test on the measure of teaching self-efficacy as a whole and its sub- dimensions in favor of the post-test. But, there is no statistically significant difference between the post and traceral test on teaching self-efficacy scale as a whole and its sub-dimensions.

There is a statistically significant difference between the pre and post-test on the measure of mindfulness in teaching as a whole and its sub-dimensions in favor of the post-test and between the post and traceral test in interpersonal mindfulness in favor of the post test. But, there is no statistically significant difference between the post and traceral test on the mindfulness in teaching as a whole and intrapersonal mindfulness.

Keywords