Predictors and outcomes of teachers’ perceived social-emotional competence

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-10 DOI:10.1016/j.tate.2025.105255

Rebecca J. Collie

引用次数: 0

Abstract

Prior research on teachers' beliefs has largely focused on instructional skills, overlooking social-emotional dimensions. Addressing that gap, this study examined perceived social-emotional competence (PSEC), which reflects teachers' beliefs that they are effective in their social-emotional undertakings. The study examined predictors (autonomy-supportive and autonomy-thwarting leadership) and outcomes (subjective vitality, behavioral engagement, professional growth striving) of teachers’ PSEC across one school term. Among 368 Australian teachers, structural equation modelling showed perceived autonomy-supportive leadership (Time 1) positively predicted PSEC assessed at Time 2. PSEC positively predicted well-being at Time 2. Findings have implications for better supporting teachers at work.

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教师感知社会情绪能力的预测因素与结果

先前对教师信念的研究主要集中在教学技能上，忽视了社会情感层面。为了解决这一差距，本研究考察了感知社会情感能力（PSEC），它反映了教师对他们在社会情感事业中有效的信念。本研究考察了教师在一个学期内的自主领导能力的预测因素（支持自主和阻碍自主的领导能力）和结果（主观活力、行为参与、职业成长努力）。在368名澳大利亚教师中，结构方程模型显示感知到的自主支持型领导（时间1）正向预测时间2的PSEC评估。PSEC正向预测时间2的幸福感。研究结果对在工作中更好地支持教师具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.