تصورات معلمي اللغة الإنجليزية بالمرحلة المتوسطة عن التعلم الاجتماعي العاطفي
The research aimed to reveal the perceptions of middle school English language teachers in the Kingdom of Saudi Arabia about social-emotional learning. To achieve this goal, the researchers used the qualitative method using the basic research method. Data were collected using an interview tool, where interviews were conducted with (12) English language teachers from Jazan Education Department. One of the most prominent findings of this research is that teachers do not have basic theoretical knowledge about social-emotional learning, its competencies, and its importance. It became clear that the term social- emotional learning was new to the participants, and therefore their definitions of social-emotional learning were characterized by simplicity, superficiality, and a lack of a clear understanding of the dimensions and focus of this type of learning. The results also showed that participants have limited knowledge of social- emotional learning competencies and skills, and that there is overlap among participants with regard to knowledge of social- emotional learning competencies and skills. (Published abstract)