Teacher Efficacy and Job Satisfaction of Secondary Teachers Who Are Effective in Social and Emotional Learning

Abstract

Theoretically adopted from the prosocial classroom model, this study attempts to explore the nature of social and emotional competence and wellbeing of teachers who are effective in social and emotional learning (SEL) focused on teacher efficacy and job satisfaction in South Korea. Findings from a survey, interviews, and a focus group show that teachers effective in SEL have higher levels of teacher efficacy and job satisfaction than the national average. Efficacy in teaching appears to be a prerequisite of SEL implementation. Once successfully implemented, the ensuing positive responses from students or colleagues become important sources of job satisfaction and a motivator to continue SEL.