Integrating Social-Emotional Learning and Mindfulness in Teacher Education Programs

The present study examines the joint effects of socio-emotional education (SEL) and integration of mindfulness practices in teacher education programs, focusing on teaching effectiveness, student results and their impact on teacher welfare. The present research uses a quasi-experimental mixed-methods design, incorporating 60 pre-service teachers (aged 23–35) from the Safir Teacher Education Program. Data collections include SEL assessment, mindfulness inventory, teaching effectiveness evaluation, reflective journals, and student feedback surveys, which have been analyzed through a mixed-method approach by integrating the ANOVA and thematic analysis. Quantitative findings found a 26.3% improvement in SEL competencies, a 54.8% increase in mindfulness levels and a 31.4% increase in teaching effectiveness among trained participants. The combined SEL and Mindfulness Group got the highest results, underlining the synergistic advantages of these approaches. The study is theoretically based on Bandura's social learning principle and the socio-cultural theory by Vygotsky, which emphasizes the role of social and emotional factors in teaching and learning. Despite the constraints such as sample size and short -term focus, the results highlight the need to embed the SEL and Mindfulness in teacher education to promote emotional intelligence, flexibility and inclusive teaching practices. The results advocate for the systematic integration of SEL and Mindfulness in Teacher Training Courses, with implications for teacher preparation, student engagement and improvement in overall educational quality.