SOCIAL AND EMOTIONAL LEARNING PRACTICES OF FOREIGN TEACHERS: ITS IMPACT TO KINDERGARTEN LEARNERS IN INDONESIA


Aireen R. Seda, Melinda F. Marquez. PhD
University of Perpetual Help System DALTA , Las Pinas City, Philippines
Abstract
This study aimed to identify the social and emotional learning practices of the foreign teachers for kindergarten learners in Indonesia. This study was conducted in kindergarten school in Indonesia during the School Year 2024-2025. The study included sixty (60) kindergarten foreign teachers as the respondents of the study. The results of the study were used as basis for foreign teachers’ training program on the implementation of social-emotional learning methods among kindergarten learners in Indonesia. The results revealed that most of the respondents are female, 31-40 years of age, teaching 1-10 years in Indonesia, and taking their postgraduate course. Foreign teachers’ practices in implementing social and emotional learning have very high impact to Indonesian kindergarten learners’ competencies in terms of self-awareness, self-management, relationship skills, and responsible decision making. Furthermore, the teachers in kindergarten always oberved that adaptation to local norms, communication, emotional expression, and parental expectation are the identified cultural barriers the foreign teachers faced in implementing social and emotional learning (SEL) to Indonesian kindergarten learners. Likewise, the teachers in kindergarten always oberved that alignment to curriculum, availability of learning resources, collaboration, and teacher’s training on social and emotional learning (SEL) are the identified educational barriers the foreign teachers faced in implementing social and emotional learning (SEL) to Indonesian kindergarten learners. There are significant differences in the impact of foreign teachers’ practices in implementing social and emotional learning to Indonesians’ kindergarten learners’ competencies when grouped according to respondents’ sex, age, years in teaching in Indonesia, and highest educational attainment. Moreover, the findings also revealed that there is no significant relationship between the the impact of foreign teachers’ practices in implementing social and emotional learning to Indonesians’ kindergarten learners’ competencies and the cultural barriers faced by the foreign teachers in implementing social and emotional learning (SEL) practice. However, the results showed that there is a significant relationship with educational barriers faced by the foreign teachers in implementing social and emotional learning (SEL) practice.
Keywords: Social and Emotional Learning Practices, Indonesian Kindergarten, Cultural Barriers, Educational Barriers, Impact of SEL Practices to Kindergarten Learners, Kindergarten Foreign Teachers
Journal Name :
EPRA International Journal of Multidisciplinary Research (IJMR)

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Published on : 2025-05-12

Vol : 11
Issue : 5
Month : May
Year : 2025
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