Nigerian Teacher Educators’ perception of the impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness
Ibebuike, Ursula Obiageli1, Victoria, Chibundu Nkechinyere2, Ogochukwu, Chibundu Nkechinyere3, Chiamaka, Uba4, Eke, Eke Ogbu5
1Departmnent Of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria
2&3Department of Educational Foundations/Management, Alvan Ikoku, Federal University of Education Owerri.
4Dept of Adult and Continuing Education, Alvan Ikoku Federal University of Education Owerri.
5Departmnent of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria.
Abstract
This study examined the perceptions of Nigerian teacher educators regarding the role of socio-emotional learning (SEL) in preparing pre-service teachers for classroom readiness. The population consisted of teacher educators from Nigerian higher education institutions actively involved in teacher preparation programs, with a sample size of 350 participants (195 males and 155 females). Guided by five research questions, the study utilized a descriptive survey research design. Data were collected using a structured questionnaire titled “Teacher Educators’ Perceptions on Socio-Emotional Learning and Pre-service Teachers’ Classroom Readiness” (TEP-SELCR), which was validated by experts in the field. Reliability testing was conducted using Cronbach’s alpha, yielding a coefficient of 0.87, indicating excellent internal consistency. The general findings revealed that both male and female teacher educators strongly agreed on the importance of SEL in teacher education, with mean scores exceeding 3.00 across relevant items. However, significant challenges were identified, including inadequate institutional support, limited resources, and cultural resistance to adopting SEL practices. Opportunities for enhancing SEL integration included professional development programs, curriculum reform, and policy advocacy. Two key recommendations emerged: (1) the need for professional development programs targeting teacher educators, and (2) the revision of curricula to embed SEL as a core component of teacher education programs. These efforts aim to improve pre-service teachers’ classroom readiness and contribute to the overall quality of education in Nigeria.
Keywords: Classroom readiness, Socio-emotional Learning (SEL), Pre-service Teachers, perception, Nigerian Teacher Educators
Impact Statement
This research on “Nigerian Teacher Educators’ Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness” holds significant implications for teacher education and national educational development. It provides empirical insights into how teacher educators perceive the role of SEL in shaping the emotional intelligence, interpersonal skills, and professional competence of pre-service teachers. The findings underscore the necessity of integrating SEL into teacher training curricula to enhance classroom readiness and foster holistic teaching practices. By highlighting the value of SEL in preparing future educators to manage classroom dynamics, engage students effectively, and maintain emotional well-being, the study can inform education policymakers, curriculum developers, and teacher-training institutions. Ultimately, the research contributes to ongoing efforts aimed at improving the quality of teaching and learning in Nigeria by advocating for the inclusion of SEL as a strategic component in the professional development of pre-service teachers.
About Authors
Ursula Obiageli Ibebuike (Ph.D)
Dr. Ursula Obiageli Ibebuike, a senior lecturer at Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria. She is a seasoned educator and researcher with over two decades of teaching experience. She specializes in curriculum planning, educational research, methodology, and teacher education, and has published numerous scholarly articles.
Dr. Chibundu Nkechinyere Victoria is a dedicated educator at Alvan Ikoku Federal University of Education, Owerri, Imo State. Majored in Educational ManagemEnt and Planning. With a strong academic background, she is passionate about teaching and fostering a love for learning. As Lecturer I, she contributes to the university’s academic excellence.
Dr. Florence Chukwuma, a lecturer at Alvan Ikoku Federal University of Education, is dedicated to influencing future educators. With a Bachelor’s, Master’s, and PhD in Education Administration and Planning, she enjoys exploring new locations, writing, and fostering innovation and teamwork.
Uba Chiamaka, a Lecturer at Alvan Ikoku Federal University of Education Owerri, is passionate about education and community development. She holds a Master’s in Adult and Continuing Education from Michael Okpara University of Agriculture. Chiamaka enjoys traveling, reading, and writing.
DR EKE OGBU EKE
Dr. Ogbu Eke, a senior lecturer at Alvan Ikoku Federal University of Education, owerri, Imo State, Nigeria and has 15 years of expertise in curriculum development, instructional design, and teacher training, specializing in language teaching technology.
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