Nurturing Social and Emotional Learning in Eastern Ethiopian Secondary Schools: The Effect of Teacher Professional Capital

Abstract

Investing in professional capital is essential for nurturing the social and emotional development of students. This study, conducted in secondary schools in Eastern Ethiopia, aimed to examine the relationship between teachers’ perceived professional capital and students’ social-emotional learning (SEL). Employing a correlational research design with Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) using AMOS 23.0, the study involved 294 teachers and 112 students from 29 schools. Participants were selected through a rigorous three-stage random sampling process. Using 36 questionnaire items, the measurement model demonstrated robust reliability (Cronbach’s alpha values ranged from .81 to .95) and validity. Results indicated that teachers’ human and social capital significantly influenced students’ SEL outcomes, highlighting the pivotal role of teacher quality and supportive professional relationships in fostering positive SEL. In conclusion, the study underscores the critical importance of investing in teacher professional capital development programs that enhance educators’ knowledge and social networks to effectively support students’ SEL and overall development. The findings also suggest that future research could further explore the complex dynamics linking teacher professional capital and students’ socio-emotional learning outcomes, thereby advancing understanding and informing targeted educational interventions.