Government primary school teachers’ perspectives on socio-emotional learning in Cox’s Bazar, Bangladesh

Abstract

The purpose of this study was to explore government primary school (GPS) teachers' perceptions and practices of socio-emotional learning (SEL) in the context of Cox's Bazar, Bangladesh, which is a disaster-prone coastal area, heavily influenced by the presence of Rohingya refugees. The research employed a qualitative approach. Three GPSs in Ukhiya and Ramu Upazila were selected using purposeful sampling. A total of three Head Teachers (HTs) and twelve Assistant Teachers (ATs) participated in six Key Informant Interviews (KIIs), three Focus Group Interviews (FGIs), and six Classroom Observations, all based on Convenience Sampling. A thematic analysis was done to find the main ideas in the data. The findings suggested that most teachers lacked a structured understanding of SEL. Classroom observations revealed that there were gaps in stated beliefs and classroom actions. Many of the teachers acknowledged that whatever forms of training they received on SEL were limited and indirect. The thesis recommends implementing SEL training for teachers that is culturally and contextually relevant, aligned with the curriculum and includes supporting materials created in Bangla, along with a peer-support system to provide feedback for teachers.