KNOWLEDGE, ATTITUDES, AND PRACTICES OF SOCIALEMOTIONAL LEARNING (SEL) AMONG SCHOOL ADMINISTRATORS

This study aimed to analyze the knowledge, attitudes, and practices of socialemotional learning (SEL) among school administrators. This study involved 265 primary school administrators in Negeri Sembilan who were selected through a systematic random sampling from the districts of Seremban, Rembau, and Tampin. Data were collected through a questionnaire measuring three main constructs: knowledge of SEL, attitudes towards SEL, and SEL practices. Descriptive analysis and mean with standard deviation analysis were employed to analyze the data.The findings revealed that school administrators demonstrated high levels of knowledge, positive attitudes, and consistent implementation of SEL practices. Significant positive correlations were found between knowledge and attitudes, knowledge and practices, and attitudes and practices regarding SEL. These results suggest that a thorough understanding of SEL fosters positive attitudes towards it, which in turn motivates administrators to implement various practices that support SEL in schools. This study offers valuable implications for educational policymakers, school administrators, teachers, and other stakeholders in their efforts to enhance the effectiveness of SEL in schools. These implications include establishing clear SEL competency standards, integrating SEL into educational leadership curricula, providing ongoing professional development for administrators and teachers, and actively involving parents and the community in supporting SEL initiatives. Further research is recommended to include teachers in school management to understand the most effective administrative practices. This recommendation is based on the study's findings, which indicate that teacher involvement in school management and administration plays a crucial role in achieving teacher job satisfaction.