Preschool Teachers' Perceptions of the Feasibility and Effectiveness of Social-Emotional (Sel) Development Measures in Ho Chi Minh City

In the context of educational reform and improving the quality of early childhood education in Vietnam, teachers' social-emotional learning (SEL) skills are increasingly considered a crucial factor influencing the quality of childcare and education, as well as the creation of a positive learning environment. Although SEL development programs for teachers have been widely implemented in many countries worldwide, research and application of SEL development methods for early childhood teachers in Vietnam remain relatively limited. This article aims to clarify the theoretical basis of developing social-emotional skills for early childhood teachers, propose some SEL development methods suitable to the practical context, and survey teachers' perceptions of the feasibility and effectiveness of these methods. This study used a mixed-method approach, combining document analysis and questionnaire surveys with 50 preschool teachers working in preschools in Binh Duong Ward, Ho Chi Minh City. The results showed that the majority of teachers surveyed positively evaluated the feasibility and effectiveness of the proposed measures, particularly in supporting the enhancement of emotional self-awareness, emotional regulation, and improved interaction with children. The research findings provide a basis for developing socio-emotional competency training programs for preschool teachers in the context of current educational reforms.