Supporting Teachers In Relational Pedagogy And SocialEmotional Education: A SYSTEMATIC LITERATUREREVIEW

Abstract

 This study examines the crucial significance of teacher-student relationships and students’ social-emotional competencies in facilitating a conducive learning environment and improving academic achievement. The study seeks to identify the enablers, constraints, and forms of support that influence teachers’ capacity to implement relational pedagogy and socialemotional education (SEE) in the classroom. Using a qualitative approach, this study explores teachers’ experiences and perspectives on the support they receive and value as essential to the effectiveness of SEE implementation. Data collection will be conducted through a systematic evaluation of relevant academic literature, with a focus on qualitative studies that specifically address teacher support in adopting relational pedagogy and SEE. The search process will involve a variety of scholarly databases and educational publications, using a set of predetermined keywords.