Teachers' perceptions of affective skill development and associated barriers: Strategies and policy implications in secondary education
Holistic Approaches to Teacher Development: Leadership, Pedagogical Practices, and Cognitive Insights, IGI Global, ss.69-96, 2025
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2025
- Doi Numarası: 10.4018/979-8-3373-0472-4.ch004
- Yayınevi: IGI Global
- Sayfa Sayıları: ss.69-96
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
This chapter explores secondary school teachers' perspectives on the development of affective skills, including emotional regulation, empathy, and social communication, in classroom settings. Adopting a phenomenological framework, the study utilized semi- structured interviews with 18 secondary school teachers in Türkiye to examine their perceptions of affective skill development, the challenges they encounter, and the strategies they employ. The findings indicate that while teachers recognize the importance of affective competencies, they face systemic challenges such as rigid curricular structures, the dominance of standardized testing, and limited institutional support, which hinder the consistent implementation of affective education. Furthermore, teachers predominantly rely on informal, intuitive methods to assess affective growth, underscoring the need for structured assessment frameworks and ongoing professional development. The chapter concludes by offering policy recommendations to integrate affective education into formal curricula and enhance institutional resources.