Original scientific paper

https://doi.org/10.5673/sip.61.1.5

Teachers’ Social and Emotional Competencies: A Lever for Social and Emotional Learning in Schools

Iva Odak orcid.org/0000-0002-4249-4964 ; Institute for Social Research in Zagreb, Croatia
Iris Marušić orcid.org/0000-0003-4837-790X ; Institute for Social Research in Zagreb, Croatia
Jelena Matić Bojić ; Institute for Social Research in Zagreb, Croatia
Saša Puzić ; Institute for Social Research in Zagreb, Croatia
Hrvoje Bakić ; Ministry of Science and Education, Zagreb, Croatia
Nina Eliasson ; Mid Sweden University, Sundsvall, Sweden
Barbara Gasteiger Klicpera orcid.org/0000-0002-1101-5457 ; University of Graz, Graz, Austria
Katinka Gøtzsche ; Aarhus University, Aarhus, Denmark
Ana Kozina ; Educational Research Institute, Ljubljana, Slovenia
Iva Perković orcid.org/0009-0001-3361-2770 ; Network of Education Policy Centers (NEPC), Zagreb, Croatia
Nina Roczen orcid.org/0000-0002-6057-5215 ; Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
Gina Tomé ; University of Lisbon, Lisbon, Portugal
Manja Veldin orcid.org/0000-0002-2212-4878 ; Educational Research Institute, Ljubljana, Slovenia

Abstract

The present paper focuses on social and emotional learning, and highlights empirical
findings on its importance for teachers, students and schools. The importance of social
and emotional learning in school settings has been a central focus of research for the last 30
years. The development of teachers’ social and emotional competencies has been an essential
factor for improving social and emotional learning of students. Only when teachers are able to
create a school climate in which students feel included and welcome, students can develop and
enhance their social and emotional competencies. In this paper, we outline the main conceptual
frameworks on social and emotional learning, emphasizing the CASEL framework, relevant
for both young people and adults. We proceed by focusing on teachers’ social and emotional
competencies, as teachers are one of the key figures for fostering and developing social and
emotional competencies in school settings. Afterwards, we address the issue of development of
teachers’ social and emotional competencies in various settings. The last part of the paper links
teachers’ and students’ social and emotional competencies. We stress the importance of teachers’
social and emotional competencies for healthy teacher-student relationships, and students’
well-being and academic achievement. As teachers also need support for the development of
these competencies, we advocate for comprehensive school-wide approach, in order to ensure
the successful implementation of social and emotional learning in classrooms.

Keywords

social and emotional learning; teachers’ social and emotional competencies; teacher-student relationships; teachers’ professional development

Hrčak ID:

303943

URI

https://hrcak.srce.hr/303943

Publication date:

29.5.2023.

Article data in other languages: croatian

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