A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers’ Task Perception and a Supportive Network at School

Abstract

With a shift in education from the transition of knowledge to the facilitation of the fullest development of each student, social and emotional guidance of students has moved from the margin to the mainstream of education. With limited resources and many competing demands, however, implementing this social and emotional guidance is not always that simple. The aim of this study, therefore, was to investigate what facilitates teachers to integrate social and emotional guidance into their teaching by means of a survey study involving 3336 Flemish secondary education teachers. Several important factors including teachers' task perception, professionalization, teacher communication, clear structures and procedures and principal support were identified; making a first step towards the development of a comprehensive model on integrated social and emotional guidance.

Developing a School Improvement Scale to Transform Education into being Sustainable and Quality Driven

“…Previous studies show that many factors affect school improvement, of which leadership is the most important (Newman, 2020). Other important factors are teacher professional improvement and the school’s transformation into a learning organization (Jacobs & Struyf, 2015; Senge, 2016). In addition, we determined that a positive school climate, student-centered learning environment, and the shared mission and vision of the school community positively affect school improvement (Lee & Louis, 2019; Prenger et al, 2021).…”

“…Teacher professional improvement is another important factor. A school’s transformation into a learning organization and its improvement depends on teachers’ self-improvement and reinvention (Jacobs & Struyf, 2015; Senge, 2016). In addition, a positive school climate, student-centered learning environment, and the common mission and vision of the school community affects school improvement positively (Bellibaş & Gümüş, 2021; Lee & Louis, 2019; Prenger et al, 2021).…”

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

“…In today's world, schools need teachers who voluntarily work for school goals beyond their official job descriptions (Jacobs & Struyf, 2015;Lohman, 2006). It is hard and may not even be possible to precisely determine the expectations and needs of people through formal rules in advance.…”