Prioritizing Factors Affecting the Teaching of Social Skills to Fifth-Grade Primary School Students in Qaemshahr city

Document Type : Original Article

Authors

1 PhD Student in Curriculum Planning, Sari Branch, Islamic Azad University, Sari, Iran.

2 Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran (Corresponding Author), erasouli@iau.ac.ir.

Abstract

Extended Abstract
Introduction: Teaching social skills—such as effective communication, problem-solving, and conflict management—is a critical necessity in primary education to prevent future social and psychological impairments. Given the complexity of behavioral development during these formative years, identifying the factors that either facilitate or hinder the acquisition of these skills is essential for educational policymakers. This study aims to identify and prioritize the factors influencing the teaching of social skills among fifth-grade students in Qaemshahr.
Methods and Data: This applied research utilized a descriptive-survey method. The statistical population consisted of fifth-grade students in Qaemshahr during the 2022-2023 academic year. Data were collected using a researcher-developed questionnaire with high reliability (Cronbach’s alpha = 0.84). The collected data were analyzed using SPSS (version 22) through descriptive statistics and inferential tests, including T-tests and ANOVA, to determine priorities and gender-based differences.
Findings: The results indicated that all investigated factors—namely: school principal leadership, family culture, teaching methods, prevailing societal culture, and teacher leadership style—play a significant role in teaching social skills. A notable finding of this research is the divergence in priorities based on gender: • Female Students: Identified “Prevailing Societal Culture” as the most critical factor in acquiring social skills. • Male Students: Prioritized “School Principal Leadership Style” as the most significant factor.
Discussion and Conclusion: The study demonstrates that teaching social skills is not a unilateral process but requires the simultaneous cooperation of schools (principals and teachers), families, and the community. Given the gender-based differences in perceiving these factors, it is recommended that educational and skill-building programs be designed with a differentiated approach tailored to the specific needs and perceptions of male and female students. Furthermore, strengthening societal culture and enhancing the leadership styles of school administrators are essential steps for successful implementation.

Keywords

References

Aghil, M., Houti, J., Sohrabi, S., & Abdol-Sattar. (2021). Examining the role of schools and teachers in developing students' social and political skills. Psychology and Educational Sciences Studies (Negareh Higher Education Institute), 61(4), 724-745.
Ansari, B. (2021). Integrating educational topics with artistic activities and examining their effects on children's social skills. First National Conference on Management, Psychology, and Behavioral Sciences, Tehran.
Cenk, H., & Semerci, N. (2023). Ethics and hidden curriculum: Opinions of secondary school teachers. Pegem Journal of Education and Instruction, 13(2), 269–283.
Dehghan Manshadi, M. (2024). Mediating role of students' social network dependence in explaining the relationship between family communication styles and social acceptance. Journal of Social Continuity & Change, 3(1), 259-283.
Del Prette, Z. A. P., & Del Prette, A. (2022). Social competence at school: Effectiveness of a teaching at distance program for teachers. Paidéia (Ribeirão Preto), 32, e3239.‏
Fattahi, K., Pourmahmoudi, M., Nakhaei, M., & Kazemi-Far, A. (2024). Examining the principles of improving social and individual relationships in students. Conference on New Findings in Management, Psychology, and Accounting, 7(7), 132-141.
Heydari, Y. (2020). The effectiveness of cognitive self-compassion training on academic self-efficacy beliefs and social adequacy in Yazd 9th grade male students. The Journal of Tolooebehdasht.
Hosseini Sangrizeh, A., & Niaz Azari. (2020). Providing a school empowerment model with an emphasis on the student social care system (A mixed-method study). Scientific-Research Journal of Socio-Cultural Development Studies, 8(3), 113-149.
Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.
Jabbari, A., Shariatmadari, M., Delgoshaei, Y., & Kordestani, F. (2021). Provide a model for managing the implementation of life skills training for elementary students. Journal of New Approaches in Educational Administration, 12(5), 184-167.
Kazemi, M., Mazaheri, M. A., & Zadeh, A. H. (2022). Investigating the effect of cognitive-behavioral educational intervention on the development of female teenagers’ social skills in Khomeini Shahr. Journal of Education and Health Promotion, 11(1), 378.
Kheirkhah, A. (2020). Investigating the effect of social skills training on happiness, academic resilience, and self-efficacy of girl students. Archives of Pharmacy Practice, 11(S1), 157-164.
Khoub-Bakht, R., & Khoub-Bakht, R. (2023). The impact of social skills training on students' academic achievement. 11th International Conference on Management and Humanities Research in Iran, Tehran.
Kian, M., Adibnasab, Z., & Izanloo, B. (2020). Social skills in elementary students: The role of attitude to school and school environment. International Journal of School Health, 7(1), 30-39.
Moheb-Zaei, R. (2022). Examining the relationship between self-concept and academic motivation with social skills in middle school girls in Mirjaveh County. Psychology and Educational Sciences Studies (Iranian Center for the Development of Modern Education), 41(8), 70-79.
Nazarzadeh, M., Nekooeiyan, T., & Mikaili, M. A. (2024). Examining the mediating role of communication skills in the relationship between social identity and social adjustment among high school students. Teaching and Learning Research, 20(2), 18-30.
Salehi, M., & Musavi Asl, S. A. (2021). Comparing the effectiveness of brain-based learning and creative thinking in improving students' social skills. Social Psychology Research, 11(43), 35-52.
Sheikhalil, N. (2021). The role of schools and teachers in reducing students' social harm within the framework of the transformation document. New Achievements in Human Sciences Studies, 41(4), 159-166.
Shahraki, A., Eizan, M., Heshmati, V., & Parvin. (2023). The effectiveness of philosophy education for children and metacognitive skills on enhancing social adaptability and academic performance of children from divorced families. Educational Research, 9(34), 49-62.
Supriatna, E., Hanurawan, F., Eva, N., Rahmawati, H., & Yusuf, H. (2024). Analyzing factors affecting social skills development among students in Indonesian schools. Islamic Guidance and Counseling Journal, 7(1).
Aqil, M., Molazehi, J., Hoti, S., Sohrabi, S., & Abdolsattar. (2021). Investigating the role of schools and teachers in fostering social and political skills among students. 22.Psychological and Educational Studies (Negareh Higher Education Institute), 61(4), 724-745.
Jabbari, E., Shariatmadari, M., Delgoshayi, Y., & Kordestani, F. (2021). Presenting a model for the implementation management of life skills education for elementary school students. Journal of New Achievements in Educational Management, 12(5), 167-184.
Sheikhali, N. (2021). The role of schools and teachers in reducing students’ social harm within the framework of the transformation document. New Achievements in Human Sciences Studies, 41(4), 159-166.
Mohabzaei, R., & Rahimeh. (2022). Investigating the relationship between self-concept and academic motivation with the social skills of middle school girls in Mirjaveh. Psychological and Educational Studies (Iranian Center for New Education Development), 41(8), 70-79.
Fattahi, K., Kazemifar, M., Pourmohammadi, M., & Nakhaei, M. A. (2024). Examining the principles of improving social and individual relationships in students. The Seventh Conference of New Findings in Management, Psychology, and Accounting, 7(7), 132-141.
Del Prette, Z. A. P., & Del Prette, A. (2022). Social competence at school: Effectiveness of a teaching at distance program for teachers. Paidéia (Ribeirão Preto), 32, e3239.
Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1.Aghil, M., Houti, J., Sohrabi, S., & Abdol-Sattar. (2021). Examining the role of schools and teachers in developing students' social and political skills. Psychology and Educational Sciences Studies (Negareh Higher Education Institute), 61(4), 724-745.
2.Ansari, B. (2021). Integrating educational topics with artistic activities and examining their effects on children's social skills. First National Conference on Management, Psychology, and Behavioral Sciences, Tehran.
3.Cenk, H., & Semerci, N. (2023). Ethics and hidden curriculum: Opinions of secondary school teachers. Pegem Journal of Education and Instruction, 13(2), 269–283.
4.Dehghan Manshadi, M. (2024). Mediating role of students' social network dependence in explaining the relationship between family communication styles and social acceptance. Journal of Social Continuity & Change, 3(1), 259-283.
5.Del Prette, Z. A. P., & Del Prette, A. (2022). Social competence at school: Effectiveness of a teaching at distance program for teachers. Paidéia (Ribeirão Preto), 32, e3239.‏
6.Fattahi, K., Pourmahmoudi, M., Nakhaei, M., & Kazemi-Far, A. (2024). Examining the principles of improving social and individual relationships in students. Conference on New Findings in Management, Psychology, and Accounting, 7(7), 132-141.
7.Heydari, Y. (2020). The effectiveness of cognitive self-compassion training on academic self-efficacy beliefs and social adequacy in Yazd 9th grade male students. The Journal of Tolooebehdasht.
8.Hosseini Sangrizeh, A., & Niaz Azari. (2020). Providing a school empowerment model with an emphasis on the student social care system (A mixed-method study). Scientific-Research Journal of Socio-Cultural Development Studies, 8(3), 113-149.
9.Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.
10.Jabbari, A., Shariatmadari, M., Delgoshaei, Y., & Kordestani, F. (2021). Provide a model for managing the implementation of life skills training for elementary students. Journal of New Approaches in Educational Administration, 12(5), 184-167.
11.Kazemi, M., Mazaheri, M. A., & Zadeh, A. H. (2022). Investigating the effect of cognitive-behavioral educational intervention on the development of female teenagers’ social skills in Khomeini Shahr. Journal of Education and Health Promotion, 11(1), 378.
12.Kheirkhah, A. (2020). Investigating the effect of social skills training on happiness, academic resilience, and self-efficacy of girl students. Archives of Pharmacy Practice, 11(S1), 157-164.
13.Khoub-Bakht, R., & Khoub-Bakht, R. (2023). The impact of social skills training on students' academic achievement. 11th International Conference on Management and Humanities Research in Iran, Tehran.
14.Kian, M., Adibnasab, Z., & Izanloo, B. (2020). Social skills in elementary students: The role of attitude to school and school environment. International Journal of School Health, 7(1), 30-39.
15.Moheb-Zaei, R. (2022). Examining the relationship between self-concept and academic motivation with social skills in middle school girls in Mirjaveh County. Psychology and Educational Sciences Studies (Iranian Center for the Development of Modern Education), 41(8), 70-79.
16.Nazarzadeh, M., Nekooeiyan, T., & Mikaili, M. A. (2024). Examining the mediating role of communication skills in the relationship between social identity and social adjustment among high school students. Teaching and Learning Research, 20(2), 18-30.
17.Salehi, M., & Musavi Asl, S. A. (2021). Comparing the effectiveness of brain-based learning and creative thinking in improving students' social skills. Social Psychology Research, 11(43), 35-52.
18.Sheikhalil, N. (2021). The role of schools and teachers in reducing students' social harm within the framework of the transformation document. New Achievements in Human Sciences Studies, 41(4), 159-166.
19.Shahraki, A., Eizan, M., Heshmati, V., & Parvin. (2023). The effectiveness of philosophy education for children and metacognitive skills on enhancing social adaptability and academic performance of children from divorced families. Educational Research, 9(34), 49-62.
20.Supriatna, E., Hanurawan, F., Eva, N., Rahmawati, H., & Yusuf, H. (2024). Analyzing factors affecting social skills development among students in Indonesian schools. Islamic Guidance and Counseling Journal, 7(1).
21.Aqil, M., Molazehi, J., Hoti, S., Sohrabi, S., & Abdolsattar. (2021). Investigating the role of schools and teachers in fostering social and political skills among students. 22.Psychological and Educational Studies (Negareh Higher Education Institute), 61(4), 724-745.
23.Jabbari, E., Shariatmadari, M., Delgoshayi, Y., & Kordestani, F. (2021). Presenting a model for the implementation management of life skills education for elementary school students. Journal of New Achievements in Educational Management, 12(5), 167-184.
24.Sheikhali, N. (2021). The role of schools and teachers in reducing students’ social harm within the framework of the transformation document. New Achievements in Human Sciences Studies, 41(4), 159-166.
25.Mohabzaei, R., & Rahimeh. (2022). Investigating the relationship between self-concept and academic motivation with the social skills of middle school girls in Mirjaveh. Psychological and Educational Studies (Iranian Center for New Education Development), 41(8), 70-79.
26.Fattahi, K., Kazemifar, M., Pourmohammadi, M., & Nakhaei, M. A. (2024). Examining the principles of improving social and individual relationships in students. The Seventh Conference of New Findings in Management, Psychology, and Accounting, 7(7), 132-141.
27.Del Prette, Z. A. P., & Del Prette, A. (2022). Social competence at school: Effectiveness of a teaching at distance program for teachers. Paidéia (Ribeirão Preto), 32, e3239.
28.Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Quarterly Journal of Education Studies
Volume 12, Issue 46
September 2026
Pages 1-11

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