Social-emotional competencies among teachers: An examination of interrelationships

Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers' social-emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy am...

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Published inCogent education Vol. 3; no. 1; pp. 1151996 - 1152004
Main Authors Hen, Meirav, Goroshit, Marina
Format Journal Article
LanguageEnglish
Published Abingdon Cogent 01.01.2016
Cogent OA
Taylor & Francis Ltd
Taylor & Francis Group
Subjects
College Faculty
Correlation
Educational research
Elementary School Teachers
Elementary Secondary Education
Emotional Development
emotional self-efficacy
Emotions
Empathy
Foreign Countries
Interpersonal Competence
Interpersonal Relationship
Likert Scales
Predictor Variables
Secondary School Teachers
Teacher Attitudes
Teacher Competencies
Teacher Surveys
teacher's self-efficacy
Teachers
Israel
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Abstract Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers' social-emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers' self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social-emotional competencies, and direct and indirect (via teachers' self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers' belief in the ability to regulate their emotions contributes to teachers' empathy in both ways.
AbstractList Teachers’ social–emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers’ social–emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers’ self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social–emotional competencies, and direct and indirect (via teachers’ self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers’ belief in the ability to regulate their emotions contributes to teachers’ empathy in both ways.
Audience Elementary Secondary Education
Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Author Goroshit, Marina
Hen, Meirav
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Snippet Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers'...
Teachers’ social–emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers’...
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StartPage 1151996
SubjectTerms College Faculty
Correlation
Educational research
Elementary School Teachers
Elementary Secondary Education
Emotional Development
emotional self-efficacy
Emotions
Empathy
Foreign Countries
Interpersonal Competence
Interpersonal Relationship
Likert Scales
Predictor Variables
Secondary School Teachers
Teacher Attitudes
Teacher Competencies
Teacher Surveys
teacher's self-efficacy
Teachers
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Title Social-emotional competencies among teachers: An examination of interrelationships
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