Social-Emotional Competence Profiles: Relations With Classroom Climate and Psychological Adjustment in Teachers

• In Event: Supporting Teacher Development for Social and Emotional Learning Implementation

Abstract

Teachers are expected to obtain content knowledge as well as pedagogical and social skills to promote classroom engagement and support students’ social-emotional learning (SEL). Instead of assuming several social-emotional competencies in teachers, person-centered research would help to understand teachers’ development and immediate needs regarding their SEL practices. This mixed method study used cluster analysis to explore how varied social-emotional skills in K-12 Canadian teachers (N = 100) corresponded with their perceived classroom climate and psychological adjustment. A subset of teachers (n = 31) further completed an open-ended questionnaire on their SEL experiences, with responses complementing the cluster analytic findings. Implications concerning teachers’ needs for developing social-emotional competencies and competency-informed teaching are discussed.

Authors

• Chiung-Fang Chang, National Yang Ming Chiao Tung University
  Presenting Author

• Nathan C. Hall, McGill University
  Non-Presenting Author

• Meiting Chen, McGill University
  Presenting Author