How is The Description of Teacher’s Social Interaction on Social Emotional Learning?

Yıl 2022, Cilt: 3 Sayı: 1, 19 - 24, 30.03.2022

Ecep Supriatna Nur Eva Sri Andayani

Öz

Teachers play a crucial role in the development of students' social and emotional competence through social-emotional learning (SEL). The main aim of the study is to describe how teacher role is implemented related to teacher's social interaction in supporting SEL. The method used in this study surveys. The instrument applied in the teacher's social interaction instrument is a part of self-assessment for SEL consisting of discipline aspect in student, teacher language, responsibility and choices and warmth, and support. Participants in this research were 304 teachers in Bandung, Indonesia. The results show that the warmth and support aspect have a higher average of social interaction, while the teacher’s language aspect scored the lowest among other aspects.

Anahtar Kelimeler

social and emotional competence, social emotional learning, teacher's social interaction

Kaynakça

• Arnett, J. J. (2006). G. Stanley Hall’s Adolescence: Brilliance and nonsense. History of Psychology, 9(3), 186–197. https://doi.org/10.1037/1093-4510.9.3.186
• Camp, M. D. (2011). The Power of Teacher-Student Relationship In Determining Student Success. University of Missouri-Kansas City. Retrieved from https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/11358/CampPowTeaStu.pdf?sequence=1
• Cohen, S. (2004). Social Relationships and Health. American Psychologist, 59(8), 676–684. https://doi.org/10.1037/0003-066X.59.8.676
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
• Goleman, D. (2005). Emotional intelligence: Kecerdasan Emosional Mengapa EI Lebih Penting daripada IQ. . Indonesia. Jakarta: Gramedia Pustaka Utama
• Hall, G., & Hord, S. (2011). Implementing change: Patterns, principles, and potholes (3rd ed.). Needham Heights, MA: Allyn and Bacon.
• Hamre, B., & Pianta, R. C. (2010). Classroom environments and developmental processes: Conceptualization and measurement. Handbook of Research on Schools, Schooling, and Human Development, 25–41.
• Helaluddin & Alamsyah.(2019). Kajian Konseptual Tentang Social-Emotional Learning (Sel) Dalam Pembelajaran Bahasa. Al-Ishlah: Jurnal Pendidikan, 11(1), 1-16
• Howe, D. (2005). Child abuse and neglect: Attachment, development, and intervention. Palgrave Macmillan.
• Humphrey, N., Lendrum, A., & Wigelsworth, M. (2013). Making the most of school-based prevention: Learning from the SEAL programme. Emotional and Behavioural Difficulties, 18, 248–260. https://doi.org/10.1080/13632752.2013.819251
• Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
• Marzano, R.J., Marzano, J.S., & Peckering, D.J.(2003). Classroom Management that Works. Alexandria, VA: ASCD
• Mathers, S., Eisenstadtin, N., Sylva, K., Soukakou, E., & Ereky-Stevens, K. (2014). A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three Implications for Policy and Practice Sound Foundations. Retrieved from http://www.suttontrust.com/wp-content/uploads/2014/01/1sound-foundations-jan2014-3.pdf
• Merritt, E., Wanless, S., Rimm-Kaufman, S., Cameron, C., & Peugh, J. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41, 141–159. https://doi.org/10.1080/02796015.2012.12087517
• Shulman, C. (2016). Research and Practice in Infant and Early Childhood Mental Health (1st ed). Springer International Publishing : Imprint Springer. https://doi.org/10.1007/978-3-319-31181-4
• Stanley, J. (2015). Challenge to Fix Young People’s Mental Health and Wellbeing. Children & Young People Now. 8(4),18-31
• Stronge, J. H. (2007). Qualities of effective teachers (2nd ed). VA: Association for Supervision and Curriculum Development.