Beyond ABCs: The Degree of Social–Emotional Learning Program Use among Kindergarten Educators within the Green Line

This study examined the degree to which kindergarten educators within the Green Line employ and manage social–emotional learning (SEL) programs from their own perspectives. The sample consisted of 302 kindergarten educators selected using a convenience sampling method.  To achieve thذe aims of the study, a questionnaire was developed as the main data‑collection tool, supported by observational notes and content analysis, within a descriptive survey design. Findings indicated that the overall degree of employment of SEL program management among kindergarten educators was high. The results also revealed statistically significant differences at the α = 0.05 level in educators’ estimates of their use of SEL program management according to educational qualification, in favor of those holding postgraduate degrees, and according to years of experience, in favor of educators with 10 years of experience or more. In contrast, no statistically significant differences were found in educators’ estimates according to the type of kindergarten. The study concludes that strong management of SEL programs is already present but varies by educators’ qualifications and experience. It recommends that kindergarten administrators ensure appropriate classroom conditions, particularly acoustic isolation of kindergarten rooms, to reduce noise problems and support a healthy, comfortable educational environment that nurtures children’s social and emotional development.