Arab Educational Information Network

This research is aimed at defining the skills required to create safe learning environments according to the requirements of socioemotional learning and identifying the training needs of secondary school female teachers in the light of these skills. I design a training program that meets their professional needs in order to create safe learning environments according to the requirements of socioemotional learning. The researcher used the descriptive method, with the questionnaire used as the tool for identifying the training needs. The tool was tested for validity and reliability, and then applied to a simple random sample, consisting of 460 female secondary school teachers in Riyadh in the second term of the school year 1439/1440ah. The questionnaire covered five main areas under which 22 sub-skills, reflecting the skills needed to create safe learning environments. They extracted by tracking, extrapolation, and analysis of the relevant literature. Those areas are motivation of emotional and social development, promotion of self-management and knowledge organization; creation of positive social climate and strengthening of supportive human relationships; provision of evaluation and feedback; and classroom organization, behavior guidance, and treatment of mistakes. The research found that the training needs of secondary school teachers in creating safe learning environments were high all areas as a whole, and in each field separately. Considering these results, the researcher proposed a training program that meets the female teachers’ needs relevant to creating safe learning environments according to the requirements of socioemotional learning. (Published abstract)