Abstract

Self-directed learning (SDL) plays a crucial role in teachers’ professional development and lifelong learning, particularly in relation to social-emotional learning (SEL). This article synthesizes selected research on the interrelationships among teachers’ self-concept, emotions, and SDL within the context of professional development aimed at strengthening SEL competencies for teachers in Vietnam. Findings from the review indicate that both self-concept and emotions contribute to intrinsic motivation, which drives teachers’ engagement in SDL concerning SEL. The article recommends that professional development programs designed to enhance teachers’ SEL competencies should align with the three criteria proposed by Darling-Hammond et al. (2017): (1) collaboration, (2) reflection and feedback, and (3) sustained practice over time. Institutional support from training institutions is essential to ensure that such professional development can be effectively implemented in practice.

Keywords: Professional development, self-concept, self-directed learning, social-emotional learning (SEL), teachers’ emotions, teachers’ motivation.