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

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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
    Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción 4330000, Chile)

  • Javier Mella-Norambuena

    (Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción 4330000, Chile)

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.

Suggested Citation

  • Gissela Lozano-Peña & Fabiola Sáez-Delgado & Yaranay López-Angulo & Javier Mella-Norambuena, 2021. "Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality," Sustainability, MDPI, vol. 13(21), pages 1-26, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:12142-:d:671387
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    References listed on IDEAS

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    1. Monnier, Moana, 2015. "Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(1), pages 59-84.
    2. Matthew J Page & Joanne E McKenzie & Patrick M Bossuyt & Isabelle Boutron & Tammy C Hoffmann & Cynthia D Mulrow & Larissa Shamseer & Jennifer M Tetzlaff & Elie A Akl & Sue E Brennan & Roger Chou & Jul, 2021. "The PRISMA 2020 statement: An updated guideline for reporting systematic reviews," PLOS Medicine, Public Library of Science, vol. 18(3), pages 1-15, March.
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    1. Wanying Zhang & Erlin He & Yaqing Mao & Shilong Pang & Jin Tian, 2023. "How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    2. Ana Cebollero-Salinas & Jacobo Cano-Escoriaza & Santos Orejudo, 2022. "Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents," Sustainability, MDPI, vol. 14(5), pages 1-18, February.

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