초등학교 교사의 사회정서학습 실행 경험과 인식 탐색 = Exploring Teachers’ Experiences and Perceptions Implementing Social and Emotional Learning in Elementary Schools

다국어 초록 (Multilingual Abstract)

This study analyzed the experiences and reflections of 268 elementary school teachers regarding the implementation of social and emotional learning (SEL). Although teachers initially introduced SEL to support students with social-emotional or behavioral difficulties and to improve peer relationships, it was gradually recognized as a universal approach to foster the growth of all learners. SEL was most frequently implemented in grades 5 and 6, typically in three to five sessions and integrated into moral education and Korean language subjects. Teachers used diverse instructional strategies, including discussions, role-play, and picture books, to encourage student participation. Consequently, students’ self-understanding, emotional expression, empathy, relationship-building, and conflict resolution improved, contributing to a more positive classroom climate. Teachers also reported positive shifts, such as greater acceptance of students’ emotions and reflection on instructional practices, while facing challenges, including limited resources, insufficient programs, and gaps in their own understanding. This study identifies directions for advancing SEL based on its findings. SEL can be effectively institutionalized by establishing national-level standards, identifying developmental-stage benchmarks, validating empirical programs, linking SEL with multi-tiered systems of support, and fostering teachers’ professional development.