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The research aimed to understand the perception of principals towards the socio-emotional well-being of learners and to discover the measures taken by these schools to promote the socio-emotional well-being of their learners. The qualitative phenomenological study was utilized. The data was collected by semi-structured interviews with the ten school leaders. The sample encompassed leaders from diverse socio-economic backgrounds to ensure comprehensive representation. The data was analyzed through thematic analysis. The major findings suggested that leadership qualities such as empathy, communication skills, and conflict resolution abilities positively correlate with students' socio-emotional well-being. The proposed measures to improve the socio-emotional well-being of students are to incorporate development programs such as the SEL approach and counselling of the students. Based on the findings, recommendations were proposed for educational institutions to incorporate development programs focusing on nurturing socio-emotional skills among students. Additionally, strategies were suggested for educators to integrate these qualities into their teaching practices, fostering a supportive learning environment conducive to students' overall well-being.
Bukhari et al. (2024) studied this question.