The Effectiveness of E-Training on Enhancing Teachers Social-Emotional skills and their Skills in Designing Social-Emotional Activities

Authors

  • Hilmi Raouf Hamdan ُPh.D. student at Abdelhamid Ibn Badis University of Mostaghanem and Researcher at Laboratory for the Analysis of Quantitative and Qualitative Data on Psychology and Social Behavior / Algeria https://orcid.org/0000-0001-5121-8649
  • Ammar Miloud Abdelhamid Ibn Badis University of Mostaghanem and Manager of Laboratory for the Analysis of Quantitative and Qualitative Data on Psychology and Social Behavior/ Algeria https://orcid.org/0000-0002-0004-2927

DOI:

https://doi.org/10.35516/hum.v52i6.7916

Keywords:

Social-Emotional Skills, Online Training, e-Learning, E-Training, Social-emotional Learning, Social-emotional Activities.

Abstract

Objectives: The study aimed to investigate the effectiveness of online training in enhancing teachers' social and emotional skills, and to determine whether online training improves their ability to design social-emotional learning activities integrated with the curriculum.

Methods: The study followed a quasi-experimental design with a single group. A random sample of 52 Palestinian teachers was selected. They answered a pre-test before participating in the online training program and a post-test after completing the program. The study used paired samples, independent t-tests, and one-way ANOVA for data analysis. The teachers received online training via Microsoft Teams over a five-week period.

Results: The results indicated that online training was effective in enhancing teachers' social and emotional skills, as well as improving their ability to design social-emotional learning activities integrated with the curriculum.

Conclusions: The researchers recommended conducting future studies to investigate the impact of improving teachers' social-emotional skills on students' academic achievement, and to develop online training models that rely on self-directed online learning to enhance these skills.

Downloads

Download data is not yet available.

References

Brion, C. E. (2023). Social and emotional learning for early childhood teachers teaching online. International Journal of Technology Enhanced Learning. https://doi.org/https://doi.org/10.1504/ijtel.2023.131852

CASEL. (2023). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/

Dostál, D., Plháková, A., & Záškodná, T. (2017). Domain-Specific Creativity in Relation to the Level of Empathy and Systemizing. The Journal of Creative Behavior, 51(3), 225–239. https://doi.org/10.1002/jocb.103

Elouafi, L., Said, L., & Talbi, M. (2021). Progress report in neuroscience and education: Experiment of four neuropedagogical methods. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080373

Gilar-Corbí, R., Pozo-Rico, T., Sánchez, B., & Castejón, J. L. (2018). Can emotional competence be taught in higher education? A randomized experimental study of an Emotional Intelligence Training Program using a multimethodological approach. Frontiers in Psychology, 9(JUN). https://doi.org/10.3389/fpsyg.2018.01039

Han, H., & Johnson, S. D. (2012). Relationship between Students’ Emotional Intelligence, Social Bond, and Interactions in Online Learning. Journal of Educational Technology & Society, 15(1), 78–89. https://www.researchgate.net/publication/258032341

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032

Junça Silva, A., & Almeida, N. (2023). Can engagement and performance be improved through online training on emotional intelligence? A quasi-experimental approach. International Journal of Educational Management, 37(2), 449–464. https://doi.org/10.1108/IJEM-03-2022-0092

Kamei, A., & Harriott, W. (2020). Social emotional learning in virtual settings: Intervention strategies. International Electronic Journal of Elementary Education, 13(3), 365–371. https://doi.org/10.26822/IEJEE.2021.196

Katzman, N. F., & Stanton, M. P. (2020). The Integration of Social Emotional Learning and Cultural Education into Online Distance Learning Curricula: Now Imperative during the COVID-19 Pandemic. Creative Education, 11(09), 1561–1571. https://doi.org/10.4236/ce.2020.119114

Maoulida, H., Madhukar, M., & Celume, M.-P. (2023). A Case Study of 21st Century Cognitive, Social and Emotional Competencies Using Online-Learning. Journal of Intelligence, 11(6), 116. https://doi.org/10.3390/jintelligence11060116

Matari, A., & Balloshi, B. (2022). Social emotional learning competencies in classroom communities which related of Microsoft Teams platform. Palestine Technical University Journal for Researches, 10(2), 80–58. https://doi.org/10.53671/pturj.v10i2.321

Ross, M. R., Powell, S. R., & Elias, M. J. (2002). New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students. School Psychology Review, 31(1), 43–52. https://doi.org/10.1080/02796015.2002.12086141

Russo‐Ponsaran, N. M., McKown, C., Karls, A., & Wu, I. Y. H. (2021). Psychometric properties of Virtual Environment for Social Information Processing, a social information processing simulation assessment for children. Social Development, 30(3), 615–640. https://doi.org/10.1111/sode.12512

Slovák, P., & Fitzpatrick, G. (2015). Teaching and Developing Social and Emotional Skills with Technology. ACM Transactions on Computer-Human Interaction, 22(4), 1–34. https://doi.org/10.1145/2744195

Slovák, P., Rowan, K., Frauenberger, C., Gilad-Bachrach, R., Doces, M., Smith, B., Kamb, R., & Fitzpatrick, G. (2016). Scaffolding the scaffolding. Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing, 1751–1765. https://doi.org/10.1145/2818048.2820007

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Wang, X., Wang, B., & Wei, P. (2023). Social Emotional Learning in the COVID-19 Pandemic: Opportunities and Challenges. Creative Education, 14(01), 11–18. https://doi.org/10.4236/ce.2023.141002

Wisniewski, R., & Foster, L. R. (2021). Addressing the Social-Emotional Needs of Adult Learners to Ensure Workplace Success: Combined Practices That Integrate Social Emotional Learning and Employability Skills. https://eric.ed.gov/?id=ED611625

Yan, Z. Q., Su, J. L., & Su, Y. J. (2017). Increasing empathy in Chinese college student: A cross-temporal meta-analysis. Psychol Tech Appl, 5(10), 578–585. https://doi.org/https://doi.org/10.16842/j.cnki.issn2095-5588.2017.10.001

Yin, M., Szabo, J., & Baumgartner, E. (2023a). Agreement between Student and Teacher Ratings of Students’ Social and Emotional Skills. https://doi.org/10.25611/3VT3-YF48

Yin, M., Szabo, J., & Baumgartner, E. (2023b). Social emotional Skills and Academic Outcomes. https://doi.org/10.25611/3VT3-YF48

Downloads

Published

2025-07-01

How to Cite

Hamdan, H. R. ., & Miloud, A. (2025). The Effectiveness of E-Training on Enhancing Teachers Social-Emotional skills and their Skills in Designing Social-Emotional Activities . Dirasat: Human and Social Sciences, 52(6), 7916. https://doi.org/10.35516/hum.v52i6.7916

Issue

Section

Sociology , Social Work
Received 2024-06-11
Accepted 2024-08-13
Published 2025-07-01