The Implementation of the Whole School Approach on Social and Emotional
Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives
of Regular Teachers
Abstract
This study explored the implementation of the whole school approach
(WSA) on social and emotional guidance (SEG) in rural primary schools in
Sarawak, Malaysia. Regular teachers (N = 2,532) in Sarawak
responded to an electronic survey. The theory of planned behavior (TPB)
and the socio-emotional guidance model were employed to explore the
level of implementing the WSA on SEG among the respondents. Factors
affecting the intention to be involved in SEG were also explored. This
paper provides insights for policymakers and educational administrators
to promote the social and emotional well-being of rural students in a
developing country.