Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

Gissela Lozano-Peña, Fabiola Sáez-Delgado, Yaranay López-Angulo and Javier Mella-Norambuena
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Gissela Lozano-Peña: Doctoral Program in Education, Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
Fabiola Sáez-Delgado: Centro de Investigación en Educación y Desarrollo (CIEDE), Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
Yaranay López-Angulo: Escuela de Psicología, Facultad de Ciencias Sociales y Comunicaciones, Universidad Santo Tomás, Concepción 4330000, Chile
Javier Mella-Norambuena: Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción 4330000, Chile

Sustainability, 2021, vol. 13, issue 21, 1-26

Abstract: Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

Keywords: socioemotional competence; models; emotional intelligence; social intelligence (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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