1.
Introduction
Schools
prepare learners for the life of tomorrow, beyond the school, and then for the
future. The type of future we aim to create dictates the education we must
offer our learners. Tomorrow’s workforce, schools, leaders, and citizens must
be prepared through today’s curricula, teaching and learning strategies, and
overall interactions in pedagogical institutions. The Harvard Review, in its
2021 research, states that emotional intelligence is an essential skill for
individuals to succeed in 21st-century life and the workforce. Nevertheless,
social-emotional learning is a skill that is absent in the school national
curricula of Lebanon. The research in the university courses that prepare
teachers: education, and teaching diplomas showed that social-emotional
learning skills are also absent there.
If
a skill is an essential requirement for life success and is an imperative
component in the global citizens of tomorrow, and yet absent in school
curricula and teacher preparatory courses and programs, then how are our
learners having the opportunity to acquire these skills and increase their
chances of life success? We need to have policies set to have clear guidelines,
roadmaps, and best practices in this matter to allow nationwide implementation
of such programs and transformative initiatives.
According
to the World Health Organization (WHO), mental health is defined as: “A state
of well-being in which every individual realizes his or her potential, and can
cope with the normal stresses of life, can work productively and fruitfully,
and can contribute to his or her community.” This definition emphasizes the
importance of mental well-being about one's potential, coping abilities,
productivity, and social contribution. Whereas, it defines emotional well-being
as a vital component of mental health, encompassing the ability to recognize
and manage emotions, develop positive relationships, and cope with life's
challenges. It includes self-awareness, emotional regulation, resilience, and
the capacity to form supportive social connections. Ultimately, emotional
well-being is essential for improving overall mental health and quality of
life, as highlighted in WHO's mental health resources.
Collaborative
for Academic Social and Emotional Learning CASEL states that these skills of
emotional well-being are needed for academic content retention along with
emotional health. Such skills when catered for, help raise responsible active,
caring, compassionate lifelong learners who work together to achieve their
goals and create a more inclusive and just world.
The
role of social skills beyond the creation of a just and inclusive world, is
also about resolving problems. Recent research considers social skills, as the
tool to resolve many of the problems in the community, offering adolescents the
chance to move beyond the self and egocentrism to build and maintain healthy
social skills with others. They elaborate that personality, culture, age, and
neurological conditions affect social skills, and some have innate traits. Yet,
some methods help improve and nurture these skills inside classrooms, such as
role-playing, modeling, and cooperative learning.
Adolescents,
at the stage of building their identity and becoming self-aware, need these
skills the most, to become the citizens of tomorrow and help create a more
empathetic and tolerant world. (Dhingra & Rani, 2019).
Children
and youth are our biggest capital, and we need to create sustainable societies
for them and offer quality, inclusive, and equitable education (SDG4), along
with promoting health and well-being for all (SDGS3). Education is our best
hope to transform and improve lives meanwhile touching the future and making it
fairer and more inclusive for all the members of the society.
2.
Research Problem
A
growing body of social science research is offering evidence that emotional
intelligence plays a crucial role in life success and personal happiness. Life
pre- and post-COVID offered an opportunity to the world, to try and test the
social skills theory in the social and educational context as well.
Understanding oneself, relating to others, facing challenges with a positive
outlook, and resilience were all put to the test when learners and educators
were physically apart. Educational systems underwent this same test to assess
the learning, development, effective relationship, and survival skills that
teachers offered to learners to face challenging times. Forbes magazine
considers social skills a vital requirement for the leaders of the future.
Successful
changemakers possess emotional intelligence, and these social skills give them
an edge over their peers. Learners need to acquire skills that can support them
in times of conflict and challenges. These human capitals need to shed light on
their strengths and emphasize them as tools to face life and its challenges.
They need competencies that can allow them to move through hardship and
pandemics while maintaining their mental health and emotional well-being. These
life skills of self-knowledge, management, and motivation fall under the
umbrella of Social-emotional Learning (SEL). SEL, according to CASEL
(Collaborative for Academic, Social, and Emotional Learning), is an educational
approach that helps people develop social skills and awareness of themselves
and others. School-based planned SEL programs can help students improve their
academic and interpersonal performance.
SEL
programs focus on the positive behaviors of students instead of the negative
behaviors and help raise self-awareness, gain effective self-regulation tools,
and promote healthy youth development. SEL programs help set school-wide
policies that nurture individual differences and allow learners to reach their
maximum potential. SEL targets learners, parents, teachers, administrators, and
the community at large, as all stakeholders in the education system.
Implementation of SEL curricula in schools promises hope on the larger scale of
preparing lifelong learners, competent learners, who know themselves well, are
aware of their strengths and weaknesses, and are empathetic citizens in their
society (CASEL, 2021).
SEL
also helps create a haven for all learners, regardless of their capabilities
and background, allowing collaboration and effective communication. These
programs improve academic performance, raise the self-esteem of learners, and
increase their chances of building effective lifelong relationships. This
interdisciplinary approach of offering academic content in parallel with life
skills offers a theory to investigate and comprehend its implications. It is
crucial to observe emotional intelligence through the lenses of education,
psychology, and both on national and international levels.
Developing
social and emotional skills can have many benefits for learners, improving
mental health and well-being, reducing disruptive behaviors, and also
positively affecting academic performance. Studies have shown that these skills
help protect students from becoming targets of bullying and lower the risk of
someone being bullied or even bullying others. Through SEL, students can
develop empathy and resolve conflicts better (Farrington; Ttofi; Zych, 2019).
Recently,
students in Lebanon have shown signs of demotivation, lack of interest in
attending schools and overall learning processes. The rate of disruptive behaviors
in the classroom has increased, according to teachers in Lebanon. Additionally,
students reaching university are often uncertain about which major to pursue or
what career to plan for. The pre- and post- pandemic world differs
significantly, and according to the United Nations, mental health is not a
luxury anymore, it is a basic human right.
Various
organizations, such as World Learning, have initiated campaigns to work on a
national framework to introduce SEL inside schools in Lebanon. However, at the
national level, there are still no official programs or curricula in place for
teaching these skills to both teachers and students. Even if such curricula
were to be developed, are teachers equipped with sufficient knowledge and
awareness to effectively teach these skills in Lebanese classrooms?
This
research sheds light on the knowledge and awareness of social skills among
teachers in Lebanon. It aims to investigate whether teachers possess emotional
intelligence awareness which is the basis of social-emotional learning. It
highlights the benefits of social-emotional learning programs in terms of
combating social stereotypes and increasing tolerance in schools.
The
paper offers a sample of a teacher training module on emotional well-being and
social-emotional learning that includes self-awareness, self-regulation,
motivation, empathy, and social skills. The research investigates personal
competencies of self-awareness and knowing the “self,” identifying practical
self-regulation tools, and effective ways of teachers to show empathy and
“read” the emotions of others.
These
best practices aim to teach learners skills such as emotional awareness,
impulse control, stress management, adaptability, initiative-taking, and
happiness. Life skills aim to future proof learners, giving them tools for a
better quality of life as individuals, schools, and communities. The paper
offers recommendations and guidelines for school leadership teams and
policymakers that would aim to create more equity and tolerance inside their
classrooms.
Emotional
intelligence has been integrated into educational systems throughout Europe and
the United States through Social-emotional Learning (SEL) programs. According
to CASEL (Collaborative for Academic, Social, and Emotional Learning), SEL is
an educational approach that helps people develop social skills and awareness
of themselves and others. School-based SEL can help students improve their
academic and interpersonal performance. It focuses on the positive behaviors of
students instead of the negative behaviors to promote healthy youth
development. It helps set school-wide policies that nurture individual
differences and allow learners to reach their maximum potential. SEL targets
learners, parents, teachers, administrators, and the community at the large, as
all stakeholders in the education system. Implementation of SEL curricula in
schools promises hope on a larger scale for preparing lifelong learners,
competent individuals who know themselves well, are aware of their strengths and
weaknesses, and are empathetic citizens in their society (CASEL, 2021).
Educational
curricula and programs need to begin with a careful examination of these
competencies in the teachers in Lebanon before establishing set curricula and
frameworks for nationwide implementation. It is vital to advocate for raising
awareness about these skills through evidence-based research before it is set
as a vital need for policy.
3.
The Research Significance
Research
on emotional intelligence and social skills has revealed various definitions
and competencies, ranging from “self-awareness” to “leading one’s self” to
understanding and leading others. Mayer and Salovey (1997) elaborate that
emotional regulation follows emotional self-awareness. It is the ability to
regulate emotions by understanding them, perceiving them, and also reasoning
through them. Emotional self-awareness, along with self-regulation, creates
harmony in the mind and heart of the individual.
This
harmony in the mind is reflected through various aspects. According to Mayer and
Salovey (1997) the first branch of emotional intelligence is perceiving
emotions. It is the ability to identify and understand emotions from facial
expressions, vocal cues, and even visual stimuli such as pictures. This branch
also encompasses the capacity for individuals to recognize and interpret their
own emotions. Labeling and understanding emotions serve as the foundation for
utilizing this emotional "data" and taking appropriate action.
The
second branch involves using emotions. This entails employing perceived
emotions in decision-making, critical thinking, and problem-solving. When
individuals harness their positive energy and motivation to enhance
performance, they leverage their emotional state to benefit their personal and
professional lives. Being aware of emotions and utilizing them effectively
facilitates cognitive processes and enables better decision-making. The third branch
of emotional intelligence involves the ability to understand emotions,
including their causes, nature, and patterns. By identifying and labeling
different emotions and discerning even subtle differences among them,
individuals can better recognize how emotions evolve, what triggers them, and
the factors that influence them. Consequently, they can more effectively
channel their emotions towards constructive outcomes and implications.
Lastly,
the fourth branch entails a higher level of skill in managing emotions.
Individuals at this stage can take control of their emotions and regulate them,
allowing themselves to master the emotion rather than allowing emotions to
dictate their decisions and behaviors. At this stage, individuals can direct
emotions such as anger and disappointment towards more positive emotions such
as motivation, thereby setting a framework for more productive outputs (Mayer
& Salovey, 1997).
Intelligence
is now beyond its traditional definition of academic success and it trespasses
the classrooms. Goleman (1995) explains that there's a new way of being
intelligent beyond traditional IQ, which involves gaining self-awareness,
self-management, social awareness, and relationship management. Boyatzis and
Goleman (1999), in their Intentional Change Theory, emphasize the importance of
change, suggesting that when individuals, teams, and communities undergo
intentional change, sustainable transformations occur, impacting organizations,
countries, and the global community. Drawing from two decades of research,
Goleman and Boyatzis provide evidence that emotional intelligence is essential
for leaders and professionals in leadership roles to effectively navigate
change and foster growth with a positive mindset (Boyatzis & Goleman,
1999).
Training
and development emerge as crucial areas for further exploration when discussing
emotional intelligence. Cherniss and Goleman advocate that EI competencies can
be taught through the creation of supportive environments and sustained
commitment and support. If emotional intelligence is considered a skill, then,
akin to other skills and competencies, training becomes pivotal in amplifying
the impact of these skills (Cherniss & Goleman, 2001).
In
general, individuals aspire to create and live happy lives filled with
satisfaction and joy. Social psychology research endeavors to understand how
individuals are influenced in their thoughts, feelings, and behaviors by their
surroundings and the communities in which they exist. Just as employers seek
the "right" employee suited to the role, task, and work culture,
schools also strive to prepare the "right" citizens for the community
and cultivate future leaders for the 21st century.
The
current research aims to provide insight into the foundation of emotional
intelligence within classrooms. It offers a data-driven analysis of areas where
teachers excel and identifies competencies that teachers need to enhance. By
doing so, it aims to better equip teachers to train the citizens of tomorrow in
the social-emotional learning skills necessary for personal and social
competencies.
SEL
programs designed to promote social well-being in schools can aid learners in
identifying their emotions, labeling their feelings, monitoring and regulating
emotions, and gaining an understanding of both themselves and others. These
learners often experience improvements in academic outcomes and behavior, as
well as foster a supportive environment among their peers. Consequently, such
programs contribute to creating a more positive atmosphere within schools.
Recently,
a systematic review conducted in 2021 demonstrated that Social and Emotional
Learning (SEL) interventions on a global scale contribute to increased social
and emotional well-being and mental health among young people, while also
decreasing instances of depression and negative behavior. This review provided
evidence that implementing such programs in schools facilitates the positive
development of students from diverse family backgrounds and geographical
contexts. By affording all learners equal opportunities to be regarded as equal
partners in education, SEL programs help minimize stereotypes among students.
Moreover, longitudinal studies have indicated that students who attend schools
emphasizing the importance of emotional well-being exhibit better mental health
later in life. These students are more adept at self-awareness, regulating
their lives, and making effective decisions (DePaoli; Atwell; Bridgeland &
Shriver, 2018).
Students,
alongside teachers and administrators, recognize the benefits of attending
schools that prioritize social and emotional teaching (SEL), particularly in
terms of improving relationships, reducing bullying, and preparing for
post-secondary education, work, and life (DePaoli; Atwell; Bridgeland; Shriver
& 2018).
Research
within the pedagogical community has revealed that schools offering SEL
exposure and activities are highly appealing to students from diverse
backgrounds. Students in SEL-focused schools exhibit social skills and
emotional development that contribute to a conducive learning environment,
where they feel respected and valued. Consequently, they experience enhanced
academic performance, foster positive relationships with others, are better
prepared for life beyond school, and are more inclined to serve and contribute
to their communities compared to peers who did not receive SEL education in
their schools.
When
students have supportive relationships and opportunities to develop and
practice social, emotional, and cognitive skills across various contexts,
academic learning accelerates. Numerous studies provide consistent evidence
that Social and Emotional Learning (SEL) enhances academic performance.
Results
from a landmark meta-analysis examining 213 studies involving over 270,000
students revealed the following:
●
SEL interventions addressing the five
core competencies led to an 11 percentile point increase in students' academic
performance compared to non-participating students.
●
Students engaging in SEL programs
demonstrated improved classroom behavior, enhanced stress and depression
management skills, and more positive attitudes towards themselves, others, and
school.
●
Further meta-analyses corroborated
these results, indicating consistency across independent research teams and
providing robust support for the benefits of well-implemented SEL programs
(Durlak et al., 2011).
More
recently, a systematic review conducted in 2021 revealed that universal Social
and Emotional Learning (SEL) interventions effectively enhance young people's
social and emotional skills while also reducing symptoms of depression and
anxiety in the short term. In contrast, other approaches such as mindful
interventions have shown inconsistent results, and positive youth development
interventions have demonstrated limited evidence of impact (Aguirre, 2021).
Worldwide
data provides compelling evidence that social-emotional learning (SEL) programs
are essential for fostering a more tolerant world. Education serves as the
means to shape tomorrow's citizens, equipping them with self-awareness,
teaching them self-regulation, and fostering understanding of themselves and
others. Through these means, individuals can build and maintain healthy
relationships with themselves and their surroundings.
Given
the diverse definitions and approaches to SEL, it is crucial to unify efforts
and create harmony around concepts of the "self" and the
"other," encompassing understanding, empathy, and effective
decision-making. Without a clear nationwide policy, these efforts may diverge,
resulting in varied definitions and implementations, potentially leading to
chaos instead of peace.
4.
Research Objectives
SEL
programs target learners, parents, teachers, administrators, and the broader
community, encompassing all stakeholders within the education system. The
implementation of SEL curricula in schools holds promise on a larger scale,
aiming to prepare lifelong learners who are competent, self-aware, and
empathetic citizens in their society (CASEL, 2021).
SEL
plays a crucial role in fostering equity within the community, providing a safe
environment for all learners regardless of their abilities or background. By
promoting collaboration and effective communication, these programs contribute
to a supportive learning environment. Moreover, SEL initiatives enhance
academic performance, boost learners' self-esteem, and improve their ability to
form lasting, meaningful relationships. This interdisciplinary approach, which
integrates academic content with essential life skills, offers a framework for
investigating and understanding its profound implications.
It
is imperative to examine emotional intelligence through the perspectives of
both education and psychology, at both national and international levels.
Developing social and emotional skills has the potential to foster greater
equity in education, while also improving mental health and well-being,
increasing tolerance levels, reducing disruptive behaviors, and positively
impacting academic performance. Studies have demonstrated that these skills
serve as protective factors, reducing the likelihood of students becoming
targets of bullying and decreasing the risk of either being bullied or engaging
in bullying behaviors themselves. Through Social and Emotional Learning (SEL),
students can cultivate empathy and enhance their ability to resolve conflicts
effectively (Farrington; Ttofi; Zych & 2019).
The
study provides a sample of a teacher training module on emotional well-being
and social-emotional learning, encompassing skills such as self-awareness,
self-regulation, motivation, empathy, and social skills. The current research
seeks to explore the awareness and preparedness of teachers regarding
social-emotional learning and to propose an effective program to assist
teachers in introducing these essential skills into classrooms and school
cultures. It underscores the significance of emotional intelligence and social
skills in the lives of both learners and teachers, with the following goals in
mind:
- Conducting
a comprehensive analysis of the literature dedicated to emotional
intelligence to establish a foundational understanding of the topic.
- Explaining
the concept of emotional intelligence, identifying its components, and
presenting its key characteristics to provide clarity and insight.
- Investigating
teacher awareness and understanding of emotional intelligence through
surveys, interviews, or other data collection methods.
- Proposing
a training module designed to equip teachers with the knowledge and skills
necessary to intentionally introduce social-emotional skills in schools.
- Providing
pre-training and post-training data and findings on teacher awareness to
assess the effectiveness of the training module and inform future
improvements.
5.
Methodology
The
study commenced with a pilot study involving interviews with school principals
and teachers to establish the groundwork for the research. Focus groups were
then conducted to introduce the concepts of emotional intelligence and social
skills, aiming to ascertain a common general understanding among educators in
Lebanon. Questions posed during these focus groups included inquiries such as
"Can you define emotional intelligence?" "What do you believe
are the social skills needed for learners in the 21st century?" "Do
you have policies related to social-emotional well-being?", and "Have
your teachers attended any workshops or courses on this subject?".
Responses to these questions predominantly ranged from "I don't know"
to "We don't have time for it." The focus groups revealed a lack of a
common definition among participants, and it became evident that they had
little to no experience in implementing social-emotional learning (SEL) skills
within classrooms. Despite this, teachers mentioned various activities they
were utilizing in their classrooms with the hope of improving the social skills
of their students. However, they were not aware that these activities were
directly targeting social-emotional learning. This highlights a gap in
understanding and implementation of SEL practices among educators in the
studied context.
Following
this, a letter was distributed to school principals to encourage teachers to
participate in the current study.
Additionally,
the survey tool was shared across various social media networks of teachers,
who voluntarily filled the form. The initial section of the Google Form
distributed to all participants focused on collecting demographic information.
A total of 87 females and 17 males participated in the study. The participants'
ages were diverse, Fig. 1: Age distribution of participants, as were their
years of experience in teaching Fig. 2: Teaching experience of teachers. The
second section of the study consisted of the various tools to measure the
emotional intelligence of teachers.
|
|
|
|
Fig. 1: Age distribution of participants
|
Fig. 2: Teaching experience of teachers
|
The
first tool in this area was N. Hall’s tool that is used for assessing
“emotional intelligence” (EQ questionnaire) 09.02.2017 Irina Andreeva 9 N.
Hall’s method for assessing “emotional intelligence” (EQ questionnaire) // E.I.
Ilyin. Emotions and feelings. – St. Petersburg: Peter, 2001. – S. 633-634. N.
Hall’s
technique is proposed to identify the ability to understand the relationship of
the individual, represented in emotions, and manage the emotional sphere based
on decision-making. It consists of 30 statements and contains 5 scales: 1)
emotional awareness, 2) management of emotions (rather it is emotional
outgoing, emotional non-rigidity), 3) self-motivation (rather, it is just
arbitrary control of one’s emotions, excluding paragraph 14), 4) empathy, 5)
recognition of emotions of other people (rather – the ability to influence the
emotional state of others). Table of contents: 1. Instructions for using the N.
Hall technique. 2. The text of the questionnaire by N. Hall. 3. Key to N.
Hall’s method instructions for the use of N. Hall’s technique. Below you will
be offered statements that one way or another reflect various aspects of your
life. Please write a number to the right of each statement based on your score:
Completely disagree – (-3 points); Mostly disagree — (-2 points); Partially
disagree — (-1 point); Partially agree – (+ 1 point); Mostly agree – (+2
points); Completely agree – (+ 3 points).
6.
Findings
The
Hall's tool was utilized to measure the emotional awareness of the participants.
Upon comparison between males and females, it was found that females exhibited
higher levels of self-awareness compared to males, who scored lower on this
aspect.
|
Table
1:
Emotional awareness of participants
|
|
Emotional awareness
|
|
Female
|
%
|
|
High
|
73
|
|
Medium
|
15
|
|
Low
|
12
|
|
|
|
|
Male
|
%
|
|
High
|
30
|
|
Medium
|
23
|
|
Low
|
47
|
|
|
|
Fig. 3: Emotional awareness of participants
|
Female teachers
exhibited a higher level of self-awareness compared to male teachers. However,
across the entire population, whether male or female, a majority (67%)
demonstrated high levels of self-awareness and self-knowledge, with 15%
exhibiting medium levels, and only 18% displaying low self-awareness.
Similarly,
in terms of emotional management, women tended to have higher levels of emotional
control and regulation compared to men. Overall, the analysis of emotional
management skills revealed that 59% of participants demonstrated high levels of
emotional regulation, 22% exhibited medium levels, and the remaining 19%
displayed low emotion regulation skills.
|
Table
2:
Emotional Management of participants
|
|
Emotional management
|
|
Female
|
%
|
|
High
|
62
|
|
Medium
|
24
|
|
Low
|
14
|
|
|
|
|
Male
|
%
|
|
High
|
42
|
|
Medium
|
12
|
|
Low
|
46
|
|
|
|
Fig. 4: Emotional Management of participants
|
The third aspect
measured by Hall's tool was self-motivation. The results remained consistent
with the previous components. The majority of teachers demonstrated high levels
of motivation (56%), with 16% exhibiting medium levels, and 28% displaying low
motivation.
|
Table
3:
Self-motivation of participants
|
|
Self-motivation
|
|
Female
|
%
|
|
High
|
58
|
|
Medium
|
16
|
|
Low
|
26
|
|
|
|
|
Male
|
%
|
|
High
|
47
|
|
Medium
|
17
|
|
Low
|
36
|
|
|
|
Fig. 5: Self-motivation of participants
|
The next section
of the Hall’s tool measured the social skills and interpersonal capabilities.
The results differed from those of the first section, which focused on
intrapersonal skills and personal attributes.
|
Table
4:
Empathy level of participants
|
|
Empathy
|
|
Female
|
%
|
|
High
|
25
|
|
Medium
|
32
|
|
Low
|
43
|
|
|
|
|
Male
|
%
|
|
High
|
6
|
|
Medium
|
30
|
|
Low
|
64
|
|
|
|
Fig. 6: Empathy level of participants
|
Forty-three
percent of females and 64% of males scored low on empathy, while the overall
scores were consistent with the detailed description. On average, 53% of the
general population scored low on empathy. Specifically, 46% of the participants
scored low on empathy, 32% scored medium, and only 22% scored high.
|
Table
5:
Ability to recognize emotions of others
|
Recognition of other people’s emotions
|
|
Female
|
%
|
|
High
|
24
|
|
Medium
|
17
|
|
Low
|
59
|
|
|
|
|
Male
|
%
|
|
High
|
12
|
|
Medium
|
35
|
|
Low
|
53
|
|
|
|
Fig. 7: Ability to recognize emotions of others
|
The final
component aimed to evaluate individuals' capacity to recognize emotions in
others. The results indicated that 59% of females and 53% of males scored low
in their ability to recognize and interpret emotions in others. Overall, 56% of
participants demonstrated a low score in these skills. Fifty-six percent of
overall participants showed low scores in these skills.
These
findings raised concerns about the current situation. In response, a new
training course was developed by the researcher, drawing upon various research
in the field, including resources from CASEL and Daniel Goleman's theory. The
training module was based on a literature review and the researcher's teaching
and training experience. It was then offered to a group of participants to
enhance their emotional intelligence.
Second,
data were collected post-training after three months to compare results and
assess the potential benefits of such training modules for teachers. The
participants in the training were all females with varying years of experience
in teaching.
Post-training
Analysis of the Results were as Follows: The Hall's tool
|
Pre-training
|
|
Post-training
|
|
Self-awareness
|
|
Post-training
Self-awareness
|
|
High
|
67
|
|
High
|
68.5
|
|
Medium
|
15
|
|
Medium
|
15.5
|
|
Low
|
18
|
|
Low
|
16
|
Management of
emotions showed slight improvement as well.
|
Management
of emotions
|
|
Post-training
Management of emotions
|
|
High
|
59
|
|
High
|
61
|
|
Medium
|
22
|
|
Medium
|
22
|
|
Low
|
19
|
|
Low
|
17
|
Nevertheless, the
interesting part was about motivation.
|
Motivation
|
|
Post-training
Motivation
|
|
High
|
56
|
|
High
|
27.4
|
|
Medium
|
16
|
|
Medium
|
53
|
|
Low
|
28
|
|
Low
|
19.6
|
Next, empathy was
measured. The analysis revealed that prior to training, 46% of teachers scored
low on empathy. However, following the training, only 3.9% scored low on
empathy. Additionally, the percentages of medium and high levels of empathy
increased from 32% and 22%, respectively before training to 49% and 47.1%
post-training.
|
Empathy
|
|
Post-training
Empathy
|
|
High
|
22
|
|
High
|
47.1
|
|
Medium
|
32
|
|
Medium
|
49
|
|
Low
|
46
|
|
Low
|
3.9
|
The next section
provided insight into recognizing emotions in others, also known as
"reading" emotions, as an additional competency in emotional intelligence.
|
Recognizing
emotions in others
|
|
Post-training
Recognizing emotions in others
|
|
High
|
23
|
|
High
|
41.3
|
|
Medium
|
32
|
|
Medium
|
50.9
|
|
Low
|
45
|
|
Low
|
7.8
|
The low levels
decreased from 45% to 7.8%, while the medium and high levels increased.
7.
Discussion
Evidence
indicates that teachers demonstrate self-awareness and possess effective skills
to manage and regulate their emotions, particularly in terms of personal
competencies such as self-awareness and self-regulation, enabling them to lead
and motivate themselves effectively.
However,
there are significant concerns regarding their level of empathy and their
ability to understand and interpret the emotions of others. This is
particularly concerning as empathy and understanding others are fundamental
aspects of the teaching and learning process. For schools to improve academic
performance and provide students with a solid foundation in social skills,
teachers play a crucial role as agents of change.
As
role models, teachers must possess the ability to empathize and understand the
emotions of others. This allows them to demonstrate empathy and kindness
effectively, fostering a supportive and nurturing learning environment for
students.
It
is crucial to identify, the need for social-emotional and emotional intelligence
skills among teachers, both before and during their teaching careers, whether
in pre-service or in-service teaching tracks. Providing teachers with training
and professional development opportunities to enhance these skills is essential
to ensure their readiness to implement curricula and national frameworks
effectively.
Furthermore,
integrating social-emotional learning and emotional intelligence into teacher
preparatory courses and programs is of utmost importance. This ensures that
future teachers are equipped with the necessary empathetic skills to enter
classrooms and establish supportive relationships with learners. By
incorporating these concepts into teacher training, educators will be better
prepared to implement teaching strategies that prioritize emotional well-being
and foster positive learning environments.
It
is noted that the Ministry of Education is currently preparing a
Social-emotional Learning curriculum and framework at the national level,
although it has not yet been fully disseminated to all schools in Lebanon. Once
these curricula reach teachers, it will be imperative to provide them with
unique courses and training to prepare them for effective implementation.
The
research conducted demonstrated that training, similar to the one administered
throughout the study, has the potential to improve teachers' empathy levels and
enable them to develop and maintain healthy social skills. Therefore, for
teachers already in classrooms, it will be essential to offer training
sessions, workshops, and courses to equip them with the necessary skills to
implement the Social-emotional Learning curriculum effectively.
Moreover,
for student-teachers, these courses should be integrated into their teaching
diploma programs. These programs typically cover topics such as the philosophy
and psychology of education, as well as lesson planning and classroom
management skills. By incorporating training on Social-emotional Learning into
these programs, future teachers will be adequately prepared to meet the needs
of 21st-century learners and create supportive and nurturing classroom
environments.
Targeting
both pre-service and in-service teachers is indeed an effective approach to
training educators on emotional intelligence and empathy. By equipping teachers
with these essential skills, they can better support demotivated learners and
emotionally unbalanced youth, thereby contributing to the healing and recovery
of society as a whole.
The
COVID-19 pandemic has exacerbated teacher burnout, and lowered motivation,
making it a major concern. Without addressing the mental health needs of
educators and providing them with tools for self-care, motivation, and empathy,
they may struggle to cope with the demands of the profession. It is crucial to
prioritize the well-being of teachers, as they play a pivotal role in shaping
the educational experiences of students and fostering positive learning
environments. Investing in teacher training programs focused on emotional
intelligence and empathy can help mitigate burnout and ensure that educators
are better equipped to navigate the challenges they face in their profession.
Kindness
and empathy are essential qualities for future leaders, and we must provide our
children with training in empathy and social skills. Without these skills, they
may encounter difficulties as they navigate their way through life. As
educators it is our role, to propose tools for teachers to:
- Target
their emotional well-being and health.
- Identify
tools to effectively introduce Social-emotional learning inside classrooms.
- Structure
lessons that target the mental health and emotional well-being of learners
creating safe classrooms for all learners
It
is through such professional development opportunities that the effective
framework would be complemented and implemented, so that emotional intelligence
and empathy, through education, can create equity in society. Here, self-aware
and confident individuals aim to be motivated to build and maintain healthy
relationships, tolerate those who are different, accept those with special
needs, and create more inclusive and sustainable societies with lifelong
learners.
Readiness
at the level of policymakers is crucial when discussing the concept of
emotional intelligence and social skills. It is vital to ensure that leaders in
education systems, organizations, and schools understand the long-term benefits
of developing Social-emotional Learning (SEL) programs and experience their
competencies in emotional intelligence. This understanding enables them to
effectively communicate the purpose and importance of such programs.
School
leaders and national educators at the ministry level need to monitor, evaluate,
and provide ongoing feedback on the development of competencies within their
personal development plans, as well as the impact of these programs within
schools. This comprehensive approach ensures that SEL initiatives are
effectively implemented and supported at all levels of the education system.
Educational
leaders need to conduct a clear needs assessment of their own strengths and
limitations as a first step to initiating and advancing such programs inside
schools. This allows them to enhance their capabilities before becoming change
catalysts within their organizations. These leaders should prioritize both
their self-development and the development of teachers in these vital skills.
Providing evidence from science, psychology, and education can help teachers
understand the importance of these initiatives and encourage their
participation.
When
organizations plan such changes within the spirit and culture of schools,
clear, objective, honest, and scientific communication is crucial. Educational
leaders can effectively convey the rationale behind these programs and garner
support from all stakeholders when they exhibit open communication and
transparency
It is vital, therefore, to examine how these skills can
become part of the culture of organizations and impact the lives of various
stakeholders. Goleman (1995) emphasizes that emotional intelligence skills are
teachable and learnable. Research indicates that emotional intelligence is
initially influenced by genetics and then further developed during childhood.
It grows and increases through healthy and meaningful experiences and
interactions, including those between parent and child, child to child, child
to school, and child to society. Aligned with Goleman's perspective, Qualter
and Gardner assert that social and emotional learning curricula implemented in
schools can assist children in enhancing their emotional intelligence. These
programs have the potential to improve children's self-worth and self-regard
from the early stages of life (Qualter & Gardner, 2007).
If personal and social competencies such as self-awareness,
self-regulation, empathy, motivation, and emotional coaching can indeed be
learned and acquired, as affirmed by Mathew, Deary and Goleman, then the next
question arises: where should these skills ideally be taught? According to
Mayer and Salovey, schools are considered the optimal environment for
introducing social skills at early ages. They argue that human beings should
ideally be introduced to emotional intelligence as early as they begin school,
and these skills should be taught through educational institutions and
curricula, much like any other skill. (Mathew, Deary, 2009; Goleman, 1995;1998;
Mayer, Salovey, 1997).
Specific
policies, actions, and steps need to be taken to plan to introduce these skills
into the academic world. More specifically, Petrides, K. V.,
Frederickson, N., & Furnham, A. (2004) conducted a study
involving 650 pupils in British secondary education to assess the potential
role of emotional intelligence in academic performance and deviant behavior at
school. Their findings indicated that the trait-emotional intelligence was
significantly correlated with scholastic achievement, particularly in language
subjects. Additionally, the trait-emotional intelligence showed a negative
association with unauthorized absences and expulsion from school. According to
Petrides et al., emotional intelligence is an aspect that warrants
investigation, particularly for vulnerable learners. This suggests that
understanding and nurturing emotional intelligence may play a crucial role in
supporting the academic success and well-being of students, especially those
facing challenges or adversity (Petrides, K. V., Frederickson
N.,
& Furnham, A., 2004).
Teacher
preparation partnered with content development is a vital step in this process.
Brackett and Katulak emphasize that the introduction of any new change to
school curricula should ideally begin with the education of teachers, followed
by administrative support before the desired results can be observed at the
learner level. They advocate for teachers to receive training that equips them
with both theoretical knowledge and practical tools to integrate new concepts
and skills into education effectively (Brackett & Katulak, 2006).
Professional
Development of teachers is crucial to start this approach. According to
Brackett and Katulak, teachers need to attend workshops and training sessions
before entering the classroom. These preparatory courses should provide
teachers with a solid theoretical background as well as practical tools to
implement innovative approaches and create a safe, caring, satisfying, and
productive school environment. By adequately preparing teachers, educational
institutions can ensure that they are equipped to meet the diverse needs of
their students and effectively promote their social, emotional, and academic
development (Brackett & Katulak, 2006). Therefore, realistically initiating
advocacy through pre-service and in-service teacher training should be prioritized,
followed by the establishment of a national framework and curricula for
universities and schools.
8.
Limitations
The
current research primarily conducted online may have introduced variability in
how teachers interpreted the given questions, serving as a potential
limitation. Additionally, using a questionnaire in the English language could
have posed challenges for teachers from French background schools who may have
had difficulty understanding the questions.
To
mitigate these limitations, it would have been beneficial to gather all
teachers together and have the researcher read and explain all the questions
simultaneously to ensure a consistent understanding aligned with the research
aims. Furthermore, conducting the pre- and post-training surveys in person,
along with the training, could have improved accuracy and reliability. A longer
follow-up period post-training may also be necessary to provide more robust
evidence of the effectiveness of the intervention.
Moreover,
offering teachers training without adequate follow-up could present a challenge
in assessing the sustained impact of the intervention. These limitations should
be considered when interpreting the findings of the research.
9.
Conclusion
World
Health Organization appreciates the importance of mental health and emotional
well-being in schools and urges active steps to be taken to cater to this need.
Research shows that such a transformative approach can benefit teachers,
schools, learners, and society at large.
Research
shows that teachers in Lebanon have not encountered courses on Social-emotional
Learning in their preservice training and diplomas and some of these teachers
have not yet even attended professional development on these skills. The
analysis showed that teachers are not yet ready to cater to their own
well-being and mental health and survey noted and highlighted the need for a
training for teachers so that after that they can cater to learner wellbeing.
During these harsh times, learners need relationships, self-awareness, emotion
regulation, motivation, empathy, and social skills.
When
schools are able to train teachers on these skills then we can equip them with
tools to cater to their well-being and also tailor their teaching-learning
processes to match the needs of the 21st century.
It
is safe to conclude that teachers need these pedagogical pieces of training on
emotional intelligence to become educators equipped to teach 21st-century
learners.
Nevertheless,
it is important to appreciate that this is a transversal effort where teacher
training will be complemented by teaching-learning resources and curricula for
learners. These curricula will be matched with learner textbooks and workbooks.
10.
Recommendations and Future Research Directions
Teachers
and school curricula are the first agenda. Brackett and Katulak assert that the
introduction of any new change to school curricula should commence with teacher
education, followed by administrative support, before noticeable results can be
observed at the learner level. They argue that before teachers enter the
classroom, they must undergo proper workshops and training to effectively
create a "safe, caring, satisfying, and productive school
environment." According to their research, these preparatory courses
should offer teachers both theoretical knowledge and practical tools to
implement innovations in their daily classrooms (Bracket & Katulak, 2006).
Preservice
and in-service teachers felt the need to integrate technology into education,
thus digital citizenships and information communication technology were
introduced in the teacher preparatory courses. To facilitate this integration,
numerous seminars, conferences, workshops, and courses were offered to ensure
that teachers were equipped to utilize technology for enhanced teaching and
learning methodologies suitable for 21st-century classrooms. Nevertheless, for
the changing world and the conflicts in the region, it is vital to prepare
teachers with knowledge and skills to support learners nationwide. The need for
Social-emotional learning (SEL) is more pressing than ever, and Lebanon
requires a curriculum in teacher preparatory courses to equip them with these
skills as they prepare to enter classrooms. Pre-service teachers and teaching
diploma programs need to offer courses on effective ways to introduce emotional
intelligence and social skills inside classrooms.
Therefore,
in-service teachers need workshops, seminars, and other forms of learning, that
are required to allow them to acquire knowledge about these skills and how to
integrate them into their teaching methods while aligning them with their
academic objectives.
Next,
Schools need to integrate SEL into their culture, utilizing both top-down and
bottom-up approaches, simultaneously, to ensure that teachers' efforts are
supported by a nurturing environment that promotes these skills. Unique SEL
sessions may enhance this process, and providing explicit sessions for learners
on self-awareness, self-regulation, empathy, motivation, and social skills can
empower them to become better decision-makers and problem-solvers. Here also,
the Ministry of Education needs to offer beyond a general framework, which is
theoretical, rather detailed curricula. Teachers need to have clear guidelines
to follow, along with teaching resources to support this transformative
journey.
Finally,
policy-makers play a crucial role in creating general policies and roadmaps to
address teacher-administrator-learner-parent mental health, ensuring that all
their stakeholders, especially learners have access to quality education that
enhances the emotional well-being of citizens, especially children and
teachers.
Parental
awareness and involvement are essential for this journey and partnership. This
path of self-discovery enables communities to invest in each other's strengths,
and support and develop one another, fostering growth, service, and prosperity.
By moving beyond despair and loss towards a hopeful future filled with passion
and self-fulfillment, communities can thrive and flourish.
Social-emotional
Learning curricula offer hope for the nations, to equip learners with these
life skills at times of peace, nourishing them with self-awareness and
confidence, allowing them to discover their passion, dreams, fears, and goals
to draw roadmaps of life success. These skills allow individuals to build and
maintain healthy relationships with empathy and kindness as their foundation.
At times of conflict, these “ready” and resilient individuals can cope with
stress and fear, support each other, and help create sustainable societies,
despite the chaos and destructions.
It
is through hope and compassion that future leaders are built and it is through
these leaders, that the future of the nation is reconstructed with the
foundation of openness, tolerance, and acceptance.
References
Aguilar,
E. (2015). Teacher collaboration: The Key to Effective Teams in Schools:
Emotional intelligence. Edutopia. George Lucas Educational Foundation. https://www.edutopia.org/blog/key-effective-teams-schools-emotional-intelligence-elena-aguilar
Boyatzis,
R., & Goleman, D. (1999). Foundations of Emotional Intelligence with
Richard Boyatzis and Daniel Goleman. Jossey-Bass.
Brackett,
M. A., & Katulak, N. A. (2007). Emotional Intelligence in the Classroom:
Skill-based Training for Teachers and Students. In J. Ciarrochi & J. D.
Mayer (Eds.), Applying Emotional Intelligence: A Practitioner's Guide
(pp. 1–27). Psychology Press.
Chernis,
C., & Goleman, D. (2001). The Emotionally Intelligent Workplace: How to
Select for, Measure and Improve Emotional Intelligence in Individuals, Groups
and Organizations. Wiley Publications.
DePaoli
et al. (2018). Respected Perspectives of Youth on High School & Social
and Emotional Learning: A Report for CASEL. Civic with Hart Research
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Dhingra,
P., & Rani, R. (2019). Importance of Social Skills for Adolescents.
https://doi.org/10.13140/RG.2.2.28711.50084
Durlak
et al. (2017). Promoting Positive Youth Development through School-based Social
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Goleman,
D. (1995). Emotional Intelligence. Bantam Books.
–––.
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Appendix
1 presents a syllabus for a teacher training course on Social-emotional
Learning (SEL). The course aims to equip teachers with the knowledge and skills
necessary to address their own emotional intelligence and well-being, as well
as to implement effective classroom activities that promote SEL within schools.
Ultimately, the goal is to contribute to the cultivation of a kinder future,
fostering the development of more empathetic leaders who are self-aware and
adept at managing their emotions.
Appendix
1: The
12 hours training contained 6 modules:
- Introduction
to Emotional Intelligence.
- Self-awareness.
- Self-Regulation.
- Motivation.
- Empathy.
- Social
Skills.
Course
Outline
MODULE
1: Introduction to Emotional Intelligence
●
What is Emotional Intelligence?
●
Effects of Emotions in Our Lives.
●
Why is Emotional Intelligence Needed?
●
Benefits of Emotional Intelligence at
the Workplace.
MODULE
2: Self-awareness
●
Know Yourself.
●
Identify Dreams, Passion, Values, and
Beliefs.
●
Perform a SWOT Analysis to Identify
Strengths, Weaknesses, Opportunities, and Threats.
MODULE
3: Self-regulation
●
Science of Emotions and How They
Work.
●
Understanding Emotions in the Self
and Others.
●
Self-control.
●
Managing Emotions.
●
Meditation and Other Techniques.
MODULE
4: Motivation
●
Self-motivation.
●
Understanding Optimism and Pessimism.
●
How to motivate others as a
teacher-leader?
MODULE
5- Empathy
●
Empathy vs Sympathy.
●
Importance of Empathy as a Teacher.
●
Developing Your Empathy.
●
Developing Empathy in Your Classroom.
●
Developing the Empathy of the
Learners.
●
Creating Lessons that Foster Empathy
in Learners.
MODULE
6- Social Skills
●
What are Social Skills?
●
Making a Powerful Impact.
