The Socio-Emotional Learning in School: The Views of Educational Leaders
DOI:
https://doi.org/10.48017/dj.v11iSpecial_1.3738Palabras clave:
Estrategias de derectores, Cultura escolarResumen
El objetivo de promover las habilidades sociales de los estudiantes es potenciar el aprendizaje socioemocional (ASE) en el aula. El tema principal de esta investigación son las estrategias empleadas por los directores de escuelas primarias para fomentar una cultura escolar favorable al ASE y crear un campus compasivo. Esta investigación tiene como objetivo recopilar datos iniciales sobre ASE de cinco (5) administradores de escuelas primarias en el Distrito 1 de la División de Manila. Los datos se recopilaron mediante un cuestionario de entrevista validado enviado a través de Google Forms y una entrevista directa utilizando un cuestionario estructurado. Los datos cualitativos se organizaron y analizaron utilizando el marco de análisis temático de Braun y Clarke (2019). Además, los resultados de la investigación revelaron que los directores de escuelas secundarias públicas en la División de Manila identificaron sus roles como gestores y facilitadores de los coeficientes y habilidades emocionales de los docentes, promoviendo una mentalidad positiva, optimismo y reflexión sobre uno mismo y los demás. Los directores consideraron varios métodos que pueden ayudar a integrar el ASE en la rutina diaria, las prácticas y las políticas de sus escuelas, adoptando medidas positivas para la implementación del ASE. Además, los desafíos identificados por los directores para implementar el aprendizaje socioemocional (ASE) en el currículo fueron la falta de recursos, la falta de capacitación docente adecuada y las limitaciones de tiempo. El estudio propuso un manual de orientación para abordar los desafíos del ASE, diseñado por el investigador para dar respuesta a los resultados y hallazgos de esta investigación.
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Derechos de autor 2026 Jezebel Bautista
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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