Izvorni znanstveni članak

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 ; Institut za društvena istraživanja u Zagrebu, Hrvatska
Iris Marušić orcid.org/0000-0003-4837-790X ; Institut za društvena istraživanja u Zagrebu, Hrvatska
Jelena Matić Bojić ; Institut za društvena istraživanja u Zagrebu, Hrvatska
Saša Puzić ; Institut za društvena istraživanja u Zagrebu, Hrvatska
Hrvoje Bakić ; Ministarstvo znanosti i obrazovanja, Zagreb, Hrvatska
Nina Eliasson ; Sveučilište Mid Sweden, Sundsvall, Švedska
Barbara Gasteiger Klicpera orcid.org/0000-0002-1101-5457 ; Sveučilište u Grazu, Austrija
Katinka Gøtzsche ; Sveučilište u Aarhusu, Danska
Ana Kozina ; Pedagoški institut, Ljubljana, Slovenija
Iva Perković orcid.org/0009-0001-3361-2770 ; Mreža centara za obrazovne politike (NEPC), Zagreb, Hrvatska
Nina Roczen orcid.org/0000-0002-6057-5215 ; Leibnizov institut za međunarodna pedagoška istraživanja (DIPF), Frankfurt, Njemačka
Gina Tomé ; Svučilište u Lisabonu, Portugal
Manja Veldin orcid.org/0000-0002-2212-4878 ; Pedagoški institut, Ljubljana, Slovenija

Sažetak

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.

Ključne riječi

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

Hrčak ID:

303943

URI

https://hrcak.srce.hr/303943

Datum izdavanja:

29.5.2023.

Podaci na drugim jezicima: hrvatski

Posjeta: 921 *