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Haryanto Haryanto
Manajemen Pendidikan, Pascasarjana, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang, 50125, Indonesia
Religion Humanities Education Library & Information Science Other

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Dynamics of Supporters and Inhibitors of Social Emotional Learning (SEL) Implementation by Teachers in Learning at SDN Rajek Haryanto Haryanto; Ngurah Ayu Nyoman Murniati; Supandi Supandi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.773-782

Abstract

This research was motivated by an anomaly in the Education Report Card data at SDN Rajek, where the increase in teacher well-being (79.00) was not linear with the low level of student well-being (66.30). This phenomenon indicates a barrier to the transmission of positive emotions within the school climate. This research aims to formulate a solution model to convert teacher well-being into Social Emotional Competence (SEC), which impacts students. Using a qualitative case study method, data was collected through interviews, observations, and document review. The results introduce the "RSI-SEC Bridge" model, which integrates three main pillars: Resilience, Systemic Competence, and Instructional Competence. This strategy transforms teachers' personal capacities into emotionally charged pedagogical practices in the classroom. The study's conclusions confirm that high teacher well-being requires a structured implementation strategy to mitigate student academic stress and sustainably improve the school's safety climate. This model serves as a crucial bridge in ensuring that teacher well-being is internalized into meaningful learning for students.
Co-Authors Ngurah Ayu Nyoman Murniati Supandi Supandi