The Role of Educators in Promoting Social-Emotional Learning Across Albania’s K-12 Education System

Abstract

Social-emotional learning (SEL) is a critical educational framework that stresses the development of skills necessary for emotional intelligence, interpersonal relationships, and decision-making. It fosters a holistic approach to education, addressing both cognitive and emotional aspects of learning. This study aims to explore how educators facilitate SEL in the K-12 framework, emphasizing their understanding and application of SEL competencies in the Albanian educational context. A random sample of 367 educators from various K-12 institutions across Albania were surveyed using structured questionnaires to assess their perceptions and practices regarding SEL. The evaluation of the data was done using inferential as well as descriptive statistics. Educators’ roles in promoting SEL involve creating supportive classroom environments, integrating SEL into the curriculum, and employing active teaching strategies. This includes training sessions, and collaborative learning experiences that empower educators to nurture students’ emotional and social competencies effectively. The analysis incorporates independent sample t-tests and ANOVA to compare results across different educational contexts and levels. Findings are expected to reveal significant correlations between educators’ SEL competencies and students’ emotional well-being, highlighting the significance of continuous professional growth in SEL. Strengthening the role of educators in SEL implementation is vital for fostering resilient in Albania’s K-12 education system.