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Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study

Published online by Cambridge University Press:  27 July 2017

Baiba Martinsone  and
Sabine Vilcina
Baiba Martinsone*
Affiliation:
Department of Psychology, University of Latvia, Riga, Latvia
Sabine Vilcina
Affiliation:
Department of Psychology, University of Latvia, Riga, Latvia
*
ADDRESS FOR CORRESPONDENCE: Baiba Martinsone, Jūrmalas gatve 76, Riga, LV1083, Latvia. Email: [email protected]
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Abstract

The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.

Keywords

social emotional learningrelationshipsteachers’ reflectionsfocus groups
Type
Review Article
Information
Journal of Relationships Research , Volume 8 , 2017 , e14
Copyright
Copyright © The Author(s) 2017 

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