Education advocates argue that effective schools should foster multidimensional educational goals that not only include cognitive but also non-cognitive outcomes. One important non-cognitive outcome are social and emotional skills. Previous research showed that for enhancing students’ social and emotional learning one of the most important factor is the teacher. Hence, the present study investigated teachers’ familiarity, beliefs, training, and perceived school culture with regard to social and emotional learning and its facets self-awareness, self-management, and social-awareness by applying a parallel convergent mixed-method design. We conducted in-depth interviews and an online survey with mainly secondary teachers from different countries. The reason for collecting both qualitative and quantitative data was to obtain different but complementary data on the same topic in order to bring greater insight into this research question than would be obtained by either type of data separately. Teachers reported an uncertainty and a lack of professional skills and knowledge in delivering SEL instructions that was particularly low for self-awareness and self-management. Therefore, in both study parts, teachers expressed strong interest in receiving professional SEL training. However, schools rarely provide resources (instruction materials, specific courses or activities) or create conditions (training teachers, devoting teaching hours, increasing number of councilors at schools, receiving school administration support), that would promote teachers’ instruction of SEL. The results do not only add to researchers’ knowledge about teachers’ SEL familiarity, beliefs, training, and school culture, but are also relevant for policymakers, administrators, and school staff by identifying critical aspects that prevent successful social and emotional learning in schools.

中文翻译：

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调查学校社交和情感学习的混合方法：教师的熟识，信念，培训和学校文化

教育倡导者认为，有效的学校应该促进多维教育目标的实现，不仅要包括认知成果，而且还应包括非认知成果。一种重要的非认知结果是社交和情感技能。先前的研究表明，对于提高学生的社交和情感学习能力，最重要的因素之一就是教师。因此，本研究通过平行融合的混合方法设计，调查了教师在社交和情感学习方面的熟悉程度，信念，培训和感知的学校文化，以及其方面的自我意识，自我管理和社会意识。我们主要对来自不同国家的中学教师进行了深入的采访和在线调查。收集定性和定量数据的原因是为了获得与同一主题相关的不同但互补的数据，以使对本研究问题的理解比与单独使用这两种类型的数据所获得的更为深入。老师报告说，在提供SEL指令时存在不确定性，缺乏专业技能和知识，这对于自我意识和自我管理而言尤其低。因此，在这两个学习部分中，教师都对接受专业的SEL培训表达了浓厚的兴趣。但是，学校很少提供资源（教学材料，特定课程或活动）或创造条件（培训教师，投入​​教学时间，增加学校议员的人数，获得学校行政支持）来促进教师对SEL的教学。