Teachers’ Perceptions of Social Emotional Learning in Early Childhood Centers in Shanghai, China

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ABSTRACT
Notably, previous studies have explored teachers’ perceptions in various dimensions; however there is still a gap in the literature with regards to the perceptions of teachers about the level of Social Emotional Learning (SEL) subscales and also differences in their perceptions of SEL based on demographic data such as gender, school types, school location, teachers’ qualification and teaching experiences. Hence, the study aimed at exploring teachers' perceptions of SEL in selected early childhood centresin Shanghai, China. The study was guided by three (3) specific objectives. A descriptive survey design was adopted for the study. The study involved a total of ten randomly selected early childhood schools which involved a total of 375 teachers. A structured questionnaire was used as an instrument for quantitative data collection. Data collected were analyzed using descriptive statistic such as mean and standard deviation, and inferential statistic such as t-test and ANOVA. The findings of the study among others showed that the teachers' perceptions of SEL in the selected schools were at the moderate level. More so, there were significant differences in teachers’ perceptions of SEL based on teacher qualification and type of school, no significant differences was recorded based on location of school and teaching experience. Therefore, the study among others recommended thatany form of SEL programme implemented by teachers at the early education level should be culturally and contextually appropriate for children in Shanghai in the future.
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