Kompetensi dan Kepercayaan Sosial Emosi Guru dalam Integrasi Aktiviti Pembelajaran Sosial Emosi
Abstract
Kesejahteraan sosial dan emosi murid sekolah rendah semakin mendapat perhatian dalam konteks pendidikan, namun pelaksanaan Pembelajaran Sosial dan Emosi (SEL) masih belum konsisten dan banyak bergantung kepada faktor guru. Tujuan kajian ini adalah untuk mengenal pasti tahap kompetensi SEL guru, kepercayaan guru terhadap SEL dan integrasi aktiviti SEL dalam pengajaran, serta meneliti hubungan antara kompetensi dan kepercayaan guru terhadap tahap integrasi aktiviti SEL. Kajian ini menggunakan reka bentuk kuantitatif berbentuk tinjauan korelasi dengan pengumpulan data melalui soal selidik. Seramai 100 orang guru sekolah rendah di Sekolah Jenis Kebangsaan Cina (SJKC) Daerah Yan, Kedah dipilih sebagai responden melalui persampelan rawak mudah. Instrumen kajian diadaptasi daripada Educators’ Socio-Emotional Learning Questionnaire (EduSEL), Assessing Teachers’ Beliefs about SEL dan Self-Assessing Social and Emotional Instruction and Competencies Tool. Data dianalisis menggunakan statistik deskriptif dan inferensi. Dapatan menunjukkan skor kompetensi SEL guru (M = 3.74, SP = 0.60), kepercayaan guru terhadap SEL (M = 3.74, SP = 0.66) dan integrasi aktiviti SEL (M = 3.93, SP = 0.69). Analisis korelasi Spearman menunjukkan hubungan kuat dan signifikan antara kompetensi SEL guru dengan integrasi aktiviti SEL (r = 0.808, p < 0.001) serta antara kepercayaan guru terhadap SEL dengan integrasi aktiviti SEL (r = 0.802, p < 0.001). Dapatan ini menunjukkan bahawa dalam konteks SJKC, integrasi SEL dipengaruhi oleh tahap kompetensi sosial emosi dan kepercayaan profesional guru. Penemuan ini menyumbang kepada literatur dengan mengukuhkan bukti empirikal tentang peranan faktor dalaman guru dalam pelaksanaan SEL serta mengisi jurang kajian berkaitan hubungan kedua-dua faktor tersebut dalam konteks sekolah rendah.
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