Social Emotional Learning and Career Development From Educators’ Perspectives Grounded on the Turkish Context

Bacanlı F., Ozdemir N., Ferrari L., Park C. M., Solberg V. S. H.

Journal of Career Development, vol.49, no.6, pp.1402-1418, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 49 Issue: 6
  • Publication Date: 2022
  • Doi Number: 10.1177/08948453211050085
  • Journal Name: Journal of Career Development
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, ABI/INFORM, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.1402-1418
  • Keywords: social emotional learning, career development, educators' perspectives, cultural context, grounded theory
  • Hacettepe University Affiliated: Yes


The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.