A Cross-Sectional Study of SEL-Based Practice in Teaching of Vietnamese Primary Teachers

Van Son  Huynh; Thien-Vu  Giang; Tat-Thien  Do; Thanh-Huan  Nguyen

doi:10.36941/jesr-2023-0008

Authors

Van Son Huynh Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam
Thien-Vu Giang Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam
Tat-Thien Do Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam
Thanh-Huan Nguyen Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam

DOI:

https://doi.org/10.36941/jesr-2023-0008

Keywords:

Cross-sectional study, SEL, SEL-based practice, primary teacher, social-emotional competence

Abstract

Teachers' SEL-based practice is currently a research trend promoting the SEL framework in the field of education. This cross-sectional study was conducted to find out about teachers' ability to practice SEL in teaching to provide initial evidence on this research area in Vietnam. We used questionnaires to survey 1100 primary school teachers in three regions of Vietnam to provide reliable quantitative data in this study. The findings indicate that Vietnamese teachers currently cannot successfully practice SEL in teaching because they have limited basic knowledge of SEL, and social-emotional skills, and not known how to apply SEL in their professional and living. It is because of the lack of social-emotional competence in the teachers themselves that leads to unsuccessful SEL-based practice in schools despite many educators' efforts to introduce the SEL framework over the years. This is a lesson learned that countries that want to develop SEL frameworks in schools need to pay attention to.

Received: 28 September 2022 / Accepted: 25 December 2022 / Published: 5 January 2023