Thesis/Literature Review

Thesis/Literature Review

Educational leadership involves processes of guiding and, most importantly, enlisting energies and talents of students, teachers, and in some cases, parents with the primary objective of achieving common or desired goals and objectives. One major and important area related to educational leadership is mainly socio-emotional learning. In any education environment, social-emotional learning is considered a methodology focused on helping students, teachers, and parents to improve how they comprehend their emotions, fully feel these emotions, and most importantly, develop an ability to demonstrate empathy for others (Yang et al. 2018). Therefore, social-emotional learning is important because it helps people, particularly students, understand and develop important life skills. These skills include understanding themselves better, developing a positive self-image, taking responsibility for their behaviors, and most importantly, forging effective relationships with people around them (Ferreira et al. 2020). As a result, social-emotional learning will have positive implications on students and the entire education system as it helps to improve how responsibly students and other parties in education will thus improving their performance and ensuring success in general (West et al. 2020).     

Schools in modern societies are increasingly becoming multicultural and multilingual. It is because of students from different economic and social backgrounds (Nickerson et al. 2019). As a result, educators and community agencies must understand different ways of serving all students with different motivations for engaging in learning processes, behaving in positive and desired ways, and performing well in their academics. As a result, social-emotional learning plays a major role in providing a good foundation for safe and, most importantly, positive learning. The primary focus, in this case, is to improve the ability of students to succeed not only in their academics but also and most importantly, in their future careers and life (Lawson et al. 2019).  

References

Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social–emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316-326.

Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), 21-36.

Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prevention Science, 20(4), 457-467.

Nickerson, A. B., Fredrick, S. S., Allen, K. P., & Jenkins, L. N. (2019). Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization. Journal of school psychology, 73, 74-88.

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2), 279-303.

Yang, C., Bear, G. G., & May, H. (2018). Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review, 47(1), 45-61.