Building Teacher Capacity to Promote Social and Emotional Learning in Islamic Schools

• In Event: Faith-Based American Muslim Education: Challenges and Achievements

Abstract

The interest in fostering students’ social and emotional skills has significantly increased among scholars, educators, parents, and policymakers. The growing interest is driven by the evident need for students to cultivate these essential skills. This study is a mixed methods action research investigating the implementation of social and emotional learning (SEL) in a K-12 private Islamic school in Tennessee. The study aims to examine teachers’ perceptions of the challenges associated with SEL implementation, which undermine the effectiveness and consistency of the implementation process. Additionally, the study evaluates the effects of teachers’ participation in a professional development and individualized coaching program designed to address these challenges and enhance teacher capacity to support students’ development of social and emotional skills.

The theoretical framework of the study is grounded in Roger’s Diffusion of Innovation theory. Additionally, an Islamically-rooted SEL framework is used in this study. This framework is informed by the Islamic perspective on education, which emphasizes the development of the whole person, It draws on key concepts like Tarbiyah, Talim, and Tadib. Tarbiyah refers to the comprehensive nurturing and training of the child, encompassing social, emotional, and spiritual dimensions. Talim, derived from the Arabic root word ‘ilm, signifies both knowledge and the learning process. Tadib is generally understood as fostering moral discipline.

Acknowledging the variability in the challenges teachers encounter when implementing SEL in their classrooms is crucial for developing effective interventions. Additionally, integrating a spiritual component into SEL instruction and addressing the unique needs of students in Islamic schools poses additional challenges for teachers. As part of this action research, a teacher professional development (PD) program was developed to provide tailored SEL related coaching and support to participating teachers, addressing their unique challenges. Over three months, teachers engaged in multiple PD cycles, collaborating with the researcher to identify challenges, develop strategies, gather resources, implement solutions, and reflect on the process. Through interviews, surveys, observations, and evaluation forms, the researcher documented teachers' participation in the PD and evaluated its impact on the effective and consistent implementation of SEL in the classrooms.

Analysis of the findings indicates the positive impact of providing teachers with a well-structured professional development program that offers targeted training and supports them in effectively addressing SEL implementation challenges. Findings also indicate that teachers’ participation in the professional development program effectively addressed deficiencies in their knowledge and skills concerning supporting students’ social and emotional needs. Addressing these challenges enhances the quality and consistency of SEL implementation, thereby maximizing the positive impact on student outcomes. This study adds to the growing body of research on bridging the gap between theory and practice in SEL. It offers valuable insights for educators and researchers dedicated to enhancing students’ social and emotional development.

Author

• Zahra Brifkani, Nashville International Academy