Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers

Abstract

The assessment and development of teachers’ socio-emotional competence has become a topic of interest in education. Within the classroom, this competence is demonstrated not only in teaching but also in student development. The present study addressed the relationship between socio-emotional competence and self-efficacy, as perceived by prospective secondary-school teachers (n = 285) studying for a master’s degree in teacher training, and possible differences according to the socio-demographic characteristics of the sample. A descriptive, correlational and cross-sectional, survey-type method was followed. The instruments used were a previously validated socioemotional competence inventory, and an adapted version of the Teachers Self Efficacy Scale. The results showed an adequate level in most of the socio-emotional competencies studied and a high perception of self-efficacy, and both scales correlated positively. Higher levels of socioemotional competence were found in women and in teachers aged 40 to 50 with more teaching experience. The positive effect of experience in relation to self-efficacy being higher in women than in men was corroborated. We concluded that there is a need to develop the socio-emotional competence of trainee teachers to improve their teaching performance.

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

“…A consistent positive relationship between emotional competence and self-efficacy in teachers is evident in the literature [54,[87][88][89][90]. This relationship is often mediated by factors such as teaching performance, work engagement, and professional development participation.…”

“…However, the role of teaching experience in this dynamic is not well-defined. While some studies report no moderating effect [87,88], others suggest a potential enhancing effect [89], indicating the need for more research in this area.…”

Education transformation in Indonesia requires the implementation of differentiated learning

“…Many characteristics of teacher mastery in pedagogical, differentiated learning are the most difficult to realize. Differentiated learning requires a variety of abilities [14], [99], such teacher must have social-emotional mastery [100], the ability to master learning technology, so the learning is more interactive [101]. In differentiated learning, teachers need training and support from all education stakeholders [96].…”

The Impact of Social Work Relationships on Preschool Teachers' Social and Emotional Competence

“…At the individual level, variables such as years of teaching experience, age, and academic discipline have been identified as influencers of SEC development [7]. Furthermore, Carmen highlights a positive correlation between SEC and teachers' self-efficacy [8], suggesting that belief in one's capabilities plays a crucial role in emotional and social proficiency. At the mesosystem level, the interplay between various environmental factors, such as principals' leadership styles, school climate, and instructional leadership, is closely linked to teachers' SEC [9][10].…”