the The extent to which CASEL-based social-emotional learning competences are integrated into the teaching practices of mathematics teachers from their perspective

Abstract

   The study aimed at identifying the extent to which CASEL-based social-emotional learning competences are integrated into the teaching practices of mathematics teachers from their perspective, the descriptive survey approach was used , the researcher developed a questionnaire, distributed over five dimensions and applied to a sample of (145) teachers in government schools in Rusaifa District, the study conducted that the extent of integration of (SEL) competencies based on CASEL standards in the teaching practices of mathematics teachers came with a medium degree of, and the field of (social awareness) ranked first, followed by (self-awareness), and the third (self-management), followed by (the ability to make responsible decisions), and (relationship management) and in rank. The last ,The results indicated that there were no statistically significant differences at (α = 0.05) due to the effect of (gender) in all  dimensions, except in the dimension of (self-awareness) in favor of the male category, the study recommended to direct specialists in the Ministry of Education to hold training courses for teachers on SEL programs and ways to integrate it into teaching and learning process.

Key words, CASEL standards, competencies, Mathematics, Integration, Social Emotional Learning, Teaching practices SEL,