Identification and Prioritization of Factors Affecting Emotional and Social Literacy Development in Elementary Schools

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Background and Objectives: This research aimed to explore the role of schools and the factors influencing the enhancement of emotional and social literacy among elementary school students. Emotional and social literacy are essential for children's overall development, impacting their academic performance, relationships, and well-being. The objective was to identify and prioritize these factors to support effective integration of such programs in schools. Methods: The study used a combination of library research and content analysis of primary school principal's and teacher's opinions. A descriptive survey method was employed for validation, involving 252 randomly selected managers and teachers using a single-stage cluster approach. Data were collected via a researcher-made questionnaire, whose validity was confirmed by experts and reliability established with a Cronbach’s alpha of 0.92. Findings: Analysis identified key factors influencing social-emotional literacy, including school environment, teacher-student relationships, curriculum content, extracurricular activities, and parental involvement. Positive school environments and strong teacher-student relationships were among the most critical factors. Conclusion: Schools significantly impact the development of student’s emotional and social literacy. Effective strategies include fostering supportive school environments, enhancing teacher-student relationships, integrating social-emotional learning into the curriculum, and promoting parental involvement. Future research should explore these factors further and consider a more diverse sample to validate these findings.