VOlUME 05 ISSUE 06 June 2026
Phan Tu Anh
Faculty of Pedagogy, Thu Dau Mot University, Viet Nam
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n23Google Scholar Download Pdf
ABSTRACT
In the context of educational reform and improving the quality of early childhood education in Vietnam, teachers' social-emotional learning (SEL) skills are increasingly considered a crucial factor influencing the quality of childcare and education, as well as the creation of a positive learning environment. Although SEL development programs for teachers have been widely implemented in many countries worldwide, research and application of SEL development methods for early childhood teachers in Vietnam remain relatively limited. This article aims to clarify the theoretical basis of developing social-emotional skills for early childhood teachers, propose some SEL development methods suitable to the practical context, and survey teachers' perceptions of the feasibility and effectiveness of these methods. This study used a mixed-method approach, combining document analysis and questionnaire surveys with 50 preschool teachers working in preschools in Binh Duong Ward, Ho Chi Minh City. The results showed that the majority of teachers surveyed positively evaluated the feasibility and effectiveness of the proposed measures, particularly in supporting the enhancement of emotional self-awareness, emotional regulation, and improved interaction with children. The research findings provide a basis for developing socio-emotional competency training programs for preschool teachers in the context of current educational reforms.
KEYWORDS:Social-emotional competence, SEL, preschool teachers, measures to develop SEL competence, early childhood education, Ho Chi Minh City, Vietnam.
REFERENCES1) Bandura, A. (1977). Social learning theory. Prentice Hall.
2) Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
3) Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL? https://casel.org
4) Dau, M. L., & Hoang, T. V. (2025). Stress của giáo viên mầm non các trường tư thục tại TP. Hồ Chí Minh: Thực trạng và khuyến nghị [Stress among preschool teachers in private schools in Ho Chi Minh City: Current status and recommendations]. Journal of Education. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/3099/1080
5) Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
6) Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
7) Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
8) Phan, T. O., & Nguyen, T. H. Y. (2020). Kỹ năng điều chỉnh cảm xúc âm tính trong giao tiếp với trẻ của giáo viên mầm non [Negative emotion regulation skills in communicating with children among preschool teachers]. IUH Journal of Science and Technology. https://jst.iuh.edu.vn/index.php/jst-iuh/article/download/1373/469
Cite this Article:Anh, P. T. (2026). Preschool Teachers' Perceptions of the Feasibility and Effectiveness of Social-Emotional (Sel) Development Measures in Ho Chi Minh City. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1559-1564. https://doi.org/10.58806/ijsshmr.2026.v5i6n23