{"id":16778,"date":"2025-08-30T08:26:28","date_gmt":"2025-08-30T07:26:28","guid":{"rendered":"https:\/\/icert.org.in\/?page_id=16778"},"modified":"2026-03-02T06:45:48","modified_gmt":"2026-03-02T01:15:48","slug":"nigerian-teacher-educators-perception-of-the-impact-of-socio-emotional-learning-sel-on-pre-service-teachers-classroom","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/edu-mania\/edumania-an-international-multidisciplinary-journal-vol-03-issue-3\/nigerian-teacher-educators-perception-of-the-impact-of-socio-emotional-learning-sel-on-pre-service-teachers-classroom\/","title":{"rendered":"Nigerian Teacher Educators\u2019 perception of the impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom"},"content":{"rendered":"\t\t
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Edumania-An International Multidisciplinary Journal<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-03, Issue-3 (Jul-Sep 2025)<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Nigerian Teacher Educators\u2019 perception of the impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom Readiness\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Ibebuike, Ursula Obiageli<\/span>1<\/span><\/span>, Victoria, Chibundu Nkechinyere<\/span>2<\/span><\/span>, Ogochukwu, Chibundu Nkechinyere<\/span>3<\/span><\/span>, Chiamaka, Uba<\/span>4<\/span><\/span>, Eke, Eke Ogbu<\/span>5<\/span><\/span><\/p>

1<\/span><\/span>Departmnent Of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria<\/span><\/p>

2&3<\/span><\/span>Department of Educational Foundations\/Management, Alvan Ikoku, Federal University of Education\u00a0 Owerri.<\/span><\/p>

4<\/span><\/span>Dept of Adult and Continuing Education, Alvan Ikoku Federal University of Education Owerri.<\/span><\/p>

5<\/span><\/span>Departmnent of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI: <\/span>https:\/\/doi.org\/10.59231\/edumania\/9150<\/span><\/a><\/p>

Page No.: 252\u2013279<\/span><\/p>

Subject: Teacher Education \/ Social Psychology<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Received: May 13, 2025\u00a0<\/span><\/p>

Accepted: June 20, 2025\u00a0<\/span><\/p>

Published: July 01, 2025<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification: Socio-emotional Learning (SEL), Pre-service Teachers, Classroom Readiness, Teacher Education, Nigeria.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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\u2019s 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.<\/span><\/p>

Keywords:<\/span>\u00a0 <\/span>Classroom readiness<\/span>, <\/span>Socio-emotional Learning (SEL), Pre-service Teachers, perception, Nigerian Teacher Educators\u00a0\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Cite this Article<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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APA 7th Edition:<\/span> Ibebuike, U. O., Victoria, C. N., Ogochukwu, C. N., Chiamaka, U., & Eke, E. O. (2025). Nigerian teacher educators\u2019 perception of the impact of socio-emotional learning (SEL) on pre-service teachers\u2019 classroom readiness. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>3<\/span>(3), 252\u2013279. <\/span>https:\/\/doi.org\/10.59231\/edumania\/9150<\/span><\/a><\/p>

MLA 9th Edition:<\/span> Ibebuike, Ursula Obiageli, et al. “Nigerian Teacher Educators\u2019 Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom Readiness.” <\/span>Edumania-An International Multidisciplinary Journal<\/span>, vol. 3, no. 3, 2025, pp. 252-279. doi:10.59231\/edumania\/9150.<\/span><\/p>

Chicago 17th Edition:<\/span> Ibebuike, Ursula Obiageli, Chibundu Nkechinyere Victoria, Chibundu Nkechinyere Ogochukwu, Uba Chiamaka, and Eke Ogbu Eke. 2025. “Nigerian Teacher Educators\u2019 Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom Readiness.” <\/span>Edumania-An International Multidisciplinary Journal<\/span> 3, no. 3: 252\u2013279. <\/span>https:\/\/doi.org\/10.59231\/edumania\/9150<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Statements and Declarations\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Peer-Review Method:<\/span> This article underwent a double-blind peer-review process conducted by two independent external reviewers with specialized expertise in Pedagogical Technology and Curriculum Studies. This process ensures the scholarly quality, theoretical depth, and methodological rigor of the research regarding teacher preparation.<\/span><\/p>

Competing Interests:<\/span> The authors Ursula Obiageli Ibebuike, Chibundu Nkechinyere Victoria, Chibundu Nkechinyere Ogochukwu, Uba Chiamaka, and Eke Ogbu Eke declare no potential conflicts of interest, financial or otherwise, that could have influenced the research findings or the interpretation of the educators’ perceptions.<\/span><\/p>

Funding:<\/span> This research was conducted as a collaborative study at the Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria. No specific external grants or commercial funding were received for the execution of this work.<\/span><\/p>

Data Availability:<\/span> The qualitative and quantitative data supporting the findings of this study, including survey responses from teacher educators, are available from the corresponding author on reasonable request. Data access is subject to maintaining the confidentiality of the institutional participants.<\/span><\/p>

Licence:<\/span> Nigerian Teacher Educators\u2019 Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom Readiness<\/span> \u00a9 2025 by Ibebuike, U. O. et al. is licensed under <\/span>CC BY 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> This research was conducted in accordance with the ethical standards of the Alvan Ikoku Federal University of Education, Owerri. The study design prioritized academic integrity, ensured the voluntary participation of educators, and strictly adhered to protocols for participant anonymity and data protection in educational research.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This research on “Nigerian Teacher Educators\u2019 Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 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.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About Authors\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Ursula Obiageli Ibebuike\u00a0 (Ph.D)<\/span><\/p>

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.<\/span><\/p>

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Dr. Chibundu Nkechinyere Victoria<\/span> 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.<\/span><\/p>

\u00a0<\/span><\/p>

Dr. Florence Chukwuma,<\/span> 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.<\/span><\/p>

\u00a0<\/p>

Uba Chiamaka<\/span>, 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.<\/span><\/p>

\u00a0<\/b><\/p>

DR EKE OGBU EKE<\/span><\/p>

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.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  1. Adegoke, A., & Adesina, B. (2022). Teacher educators\u2019 perceptions and practices regarding socio- emotional learning in Nigerian teacher education programs. <\/span>Journal of Teacher Education in Africa<\/span>, <\/span>15<\/span>(3), 45\u201362.<\/span><\/p><\/li>

  2. Adeyemi, M., & Adegbite, E. (2021). Challenges in teacher education in Nigeria: A critical review. <\/span>Nigerian Journal of Educational Studies<\/span>, <\/span>28<\/span>(2), 123\u2013140.<\/span><\/p><\/li>

  3. Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2019). Enhancing academic performance and social and emotional competence with the RULER Feeling Words Curriculum. <\/span>Learning and Instruction<\/span>, <\/span>30<\/span>, 1\u20139.<\/span><\/p><\/li>

  4. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). What is SEL? <\/span>https:\/\/casel.org\/what-is-sel\/<\/span><\/p><\/li>

  5. Darling-Hammond, L. (2017). <\/span>Preparing teachers for deeper learning<\/span>. Harvard Education Press.<\/span><\/p><\/li>

  6. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students\u2019 social and emotional learning: A meta-analysis of school-based universal interventions. <\/span>Child Development<\/span>, <\/span>82<\/span>(1), 405\u2013432. <\/span>https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01564.x<\/span><\/a><\/p><\/li>

  7. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. <\/span>Journal of Research on Adolescence<\/span>, <\/span>21<\/span>(1), 225\u2013241. <\/span>https:\/\/doi.org\/10.1111\/j.1532-7795.2010.00725.x<\/span><\/a><\/p><\/li>

  8. Eze, C. (2021). Cultural considerations in implementing socio-emotional learning in Nigerian schools. <\/span>African Journal of Education and Development<\/span>, <\/span>12<\/span>(4), 89\u2013102.<\/span><\/p><\/li>

  9. Federal Ministry of Education. (2020). <\/span>National policy on education<\/span>. Abuja, Niger.<\/span><\/p><\/li>

  10. Harris, A., & DeFlorio, L. (2019). Teacher stress and classroom management: The role of socio- emotional competencies. <\/span>Teaching and Teacher Education<\/span>, <\/span>80<\/span>, 123\u2013134.<\/span><\/p><\/li>

  11. Korthagen, F. A. J. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. <\/span>Teachers and Teaching: Theory and Practice<\/span>, <\/span>23<\/span>(4), 409\u2013425.<\/span><\/p><\/li>

  12. Maree, K. (2020). Embedding socio-emotional learning in pre-service teacher education: A South African perspective. <\/span>South African Journal of Education<\/span>, <\/span>40<\/span>(2), 1\u201312.<\/span><\/p><\/li>

  13. Oduol, P. (2022). <\/span>Enhancing classroom readiness through socio-emotional learning: Experiences of<\/span>.<\/span><\/p><\/li>

  14. Kenyan teacher educators. <\/span>International Journal of Teacher Education, 18 <\/span>(1), 56-73.<\/span><\/p><\/li>

  15. Okebukola, P. (2018). The state of education in Nigeria: Challenges and opportunities. <\/span>Journal of Educational Planning and Administration<\/span>, <\/span>32<\/span>(3), 215\u2013230.<\/span><\/p><\/li>

  16. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking emotional learning to student outcomes. <\/span>Journal of Classroom Interaction<\/span>, <\/span>39<\/span>(2), 4\u201322.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Edumania-An International Multidisciplinary Journal Vol-03, Issue-3 (Jul-Sep 2025) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006 Nigerian Teacher Educators\u2019 perception of the impact of Socio-emotional Learning (SEL) on Pre-service Teachers\u2019 Classroom Readiness Ibebuike, Ursula Obiageli1, Victoria, Chibundu Nkechinyere2, Ogochukwu, Chibundu Nkechinyere3, Chiamaka, Uba4, Eke, Eke Ogbu5 1Departmnent Of Curriculum and Educational Technology […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":14833,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-16778","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/16778","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=16778"}],"version-history":[{"count":6,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/16778\/revisions"}],"predecessor-version":[{"id":28853,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/16778\/revisions\/28853"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/14833"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=16778"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}