Journal of Research in Innovative Teaching & Learning (Jun 2019)

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

  • Ben Dyson,
  • Donal Howley,
  • Yanhua Shen

DOI
https://doi.org/10.1108/JRIT-02-2019-0024
Journal volume & issue
Vol. 12, no. 1
pp. 68 – 84

Abstract

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Purpose – The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools. Design/methodology/approach – This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005). Findings – The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time. Research limitations/implications – The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children. Originality/value – Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

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