SOCIAL-EMOTIONAL LEARNING AND TEACHER COMPETENCY: A SYSTEMATIC REVIEW OF EMOTIONAL RESILIENCE

Abstract

This systematic study focuses on the effects of integrating Social-Emotional Learning (SEL) into teacher education on students' emotional resilience and overall performance in the classroom. For managing academic instruction as well as emotional dynamics in the classroom, critical skills like self-awareness, emotional management, and relationship-building are incorporated into SEL. Although there is growing recognition of the importance of SEL, many programs that educate instructors for teaching lack clear SEL frameworks, leaving them unprepared for the emotional demands of the classroom. This study analyses 22 peer-reviewed publications published between 2019 and 2023 using the PRISMA methodology. The papers were retrieved from the Scopus and Web of Science (WoS) databases. Five main topics emerged from the study: teacher competency and professional development, career and emotional development, pedagogical advancement, social-emotional development in early childhood education, and inclusive education. The findings demonstrate how SEL enhances overall health, stress reduction, teacher job satisfaction, and academic performance. However, the official absence of SEL instruction in today's teacher preparation programs is the reason for poorer classroom efficacy and higher rates of burnout.