USAID Tusome Pamoja Social and Emotional Learning Research Report

The program was implemented from January 12, 2016, to January 11, 2021, under contract number AID-621-C-16-00003. The research was conducted by RTI International, a leading research institute dedicated to improving the human condition. The study focused on understanding the social and emotional learning (SEL) competencies of children in Tanzania. Researchers employed both qualitative and quantitative methods to gather data. The qualitative study involved conducting interviews and focus groups with children, parents, and teachers to gather information on the frequency, definition, and categorization of SEL competencies. The study found that children's perspectives on SEL competencies varied, with some emphasizing the importance of adapting to school and others highlighting the need for competencies that promote school success. The quantitative study involved administering questionnaires to a sample of children and their parents. The study used exploratory factor analysis to identify the underlying factors that contribute to SEL outcomes. The results showed that parent factors, such as parental involvement and support, had a significant impact on SEL outcomes. Teacher factors, such as teacher-child relationships and classroom environment, also played a crucial role in promoting SEL. The study also found that the composition of factors, such as parental involvement and teacher support, was correlated with SEL outcomes. The study's findings have significant implications for the development of culturally relevant assessments of SEL in Tanzania. The results suggest that assessments should take into account the unique cultural and socio-economic context of the country. The study also highlights the importance of involving parents and teachers in the assessment and evaluation of SEL competencies. The researchers recommend that the assessment and evaluation of SEL competencies should be tailored to the specific needs of Tanzanian children. They suggest that literacy and mathematics teaching should be integrated with SEL instruction to promote improved learning outcomes. The study also recommends developing social and emotional competencies that are relevant to the Tanzanian context, such as adapting to school and promoting school success. Finally, the researchers suggest that community engagement in education should be improved to promote a culture of learning and social-emotional development. The study's findings and recommendations have the potential to inform the development of culturally relevant assessments of SEL in Tanzania and contribute to the improvement of education outcomes for children in the country.