The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.

本研究的目的是从土耳其教育工作者的角度探讨社会情感学习 (SEL) 及其与学生职业发展的相关性。参与者包括 69 名教育工作者（63% 是女性）。通过使用由开放式问题组成的纸笔调查收集数据。使用改进的扎根理论方法，遵循三阶段数据分析程序——开放、轴向和选择性编码。分析提出了两个主要类别：(a) 学生应具备的 SEL 技能和 (b) 教育工作者需要具备的 SEL 技能，从而形成了一个反映土耳其教育工作者观点的 SEL 模型。研究结果在土耳其语背景下进行了讨论，包括教育系统和文化，以及对理论、研究和实践的影响。