# Teachers’ SEL Identity (SEL-ID): An Intersection Between Teacher Identity and Social and Emotional Learning (SEL)

## TL;DR

This paper introduces the concept of SEL identity, which connects teachers' personal identity with their ability to implement social and emotional learning in classrooms.

## Contribution

The study introduces SEL-ID as a novel construct bridging teacher identity and SEL, offering new insights into classroom SEL implementation.

## Key findings

- SEL-ID comprises five components: self-perception, emotional literacy, interpersonal relations, participatory SEL, and managerial expertise.
- The construct reveals overlaps and unique elements beyond traditional SEL frameworks.
- SEL-ID helps explain why some teachers struggle to apply social and emotional learning in practice.

## Abstract

Although teacher identity and social–emotional learning (SEL) have been studied separately, little is known about how these constructs intersect in ways that explain why teachers’ social and emotional competence (SEC) does not always translate into classroom practice. This study introduces the construct of SEL identity (SEL-ID) as a potential missing piece in the current SEL frameworks by utilizing the teacher identity construct. This study seeks to describe SEL-ID, drawing on teachers’ reflections on lived experiences and their classroom practices. Using grounded theory, the data was collected through semi-structured interviews and classroom observations of 12 early childhood education teachers who were actively working with children aged from 3 to 5 in childcare centers established by a local municipality. As a result, the coding process revealed overlaps between teacher identity and SEL, as well as unique elements that go beyond the established SEL framework. Five interrelated components of SEL-ID resulted from the analysis process: (1) self-perception, (2) emotional literacy, (3) interpersonal relations, (4) participatory SEL, and (5) managerial expertise. These findings demonstrate that SEL-ID is not simply an extension of teacher identity or SEL but a construct that helps explain variations in teachers’ ability to enact SEL in practice. The researchers hope that this study will guide future studies to explore more into SEL-ID and its contribution to strengthening SEL practices in schools.