Factors Affecting Teachers' Implementation of Social-Emotional Learning Curriculum in Malawi: A Two-Stage Structural Regression Approach

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-12 - Exploring the Perspectives of Parents, Teachers, and Schools Implementing Social and Emotional Learning

Abstract

Social and emotional learning (SEL) enhances children’s school achievement. Successful implementation of SEL relies on teacher practices. This study examined the effects of teachers’ pedagogical (a) comfort, (b) commitment and access to (c) institutional support on the implementation of a national primary SEL curriculum in Malawi. Data were collected from 432 teachers from 34 primary schools selected randomly in Zomba, a rural district of Malawi; they were analyzed through structural equation modeling. Results showed pedagogical comfort and institutional support positively influenced teachers’ integration of SEL into curricular activities and other school routines such as one-on-one counselling. Deviating from evidence in the US, teacher commitment showed statistically non-significant effects. I will discuss the research and policy implications of these findings.

Author

• Jeongmin Lee, International Rescue Committee