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<p>Teaching English as a Foreign Language (TEFL) is a complex domain frequently characterized by elevated stress levels among teachers. To mitigate this challenge, cultivating Social and Emotional Learning (SEL) competencies within EFL teachers emerges as a promising approach. However, to date, the professional development of EFL teachers in SEL competencies remains under-developed. Hence, this explanatory sequential mixed-methods study aimed to comprehensively explore how participation in SEL workshops influenced EFL teachers’ attitudes toward the potential of SEL to foster their social-emotional well-being, concomitantly assessing the workshop’s role in deepening their grasp of SEL principles. To this end, 20 EFL teachers in Iran, selected through convenience sampling, participated in a five-week online SEL-based workshop series and completed pre- and post-workshop surveys to assess changes in SEL-related attitudes. Additionally, a subset of participants provided written narratives to illuminate their post-workshop comprehension of SEL competencies. Results from the Wilcoxon Signed-Rank Test (Z = -4.373, <i>p</i> &lt; .001) indicated a statistically significant increase in participants’ perceived value of teacher SEL training within the EFL context. Corroboratively, narrative analyses revealed participants’ capacity to articulate cogent and nuanced understandings of SEL and its core competencies. The findings have some implications for EFL teacher training programs.</p>

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EFL teachers’ perspectives on enhancing their well-being through the practical application of social and emotional learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月11日

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  • Mona Najjarpour

摘要

Teaching English as a Foreign Language (TEFL) is a complex domain frequently characterized by elevated stress levels among teachers. To mitigate this challenge, cultivating Social and Emotional Learning (SEL) competencies within EFL teachers emerges as a promising approach. However, to date, the professional development of EFL teachers in SEL competencies remains under-developed. Hence, this explanatory sequential mixed-methods study aimed to comprehensively explore how participation in SEL workshops influenced EFL teachers’ attitudes toward the potential of SEL to foster their social-emotional well-being, concomitantly assessing the workshop’s role in deepening their grasp of SEL principles. To this end, 20 EFL teachers in Iran, selected through convenience sampling, participated in a five-week online SEL-based workshop series and completed pre- and post-workshop surveys to assess changes in SEL-related attitudes. Additionally, a subset of participants provided written narratives to illuminate their post-workshop comprehension of SEL competencies. Results from the Wilcoxon Signed-Rank Test (Z = -4.373, p < .001) indicated a statistically significant increase in participants’ perceived value of teacher SEL training within the EFL context. Corroboratively, narrative analyses revealed participants’ capacity to articulate cogent and nuanced understandings of SEL and its core competencies. The findings have some implications for EFL teacher training programs.