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

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 c...

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Autores principales:	Gissela Lozano-Peña, Fabiola Sáez-Delgado, Yaranay López-Angulo, Javier Mella-Norambuena
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	socioemotional competence models emotional intelligence social intelligence Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/7f512598a8e44afeaaf899131fa3a746
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spelling	oai:doaj.org-article:7f512598a8e44afeaaf899131fa3a7462021-11-11T19:45:46ZTeachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality10.3390/su1321121422071-1050https://doaj.org/article/7f512598a8e44afeaaf899131fa3a7462021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12142https://doaj.org/toc/2071-1050Teachers’ 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.Gissela Lozano-PeñaFabiola Sáez-DelgadoYaranay López-AnguloJavier Mella-NorambuenaMDPI AGarticlesocioemotional competencemodelsemotional intelligencesocial intelligenceEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12142, p 12142 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	socioemotional competence models emotional intelligence social intelligence Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	socioemotional competence models emotional intelligence social intelligence Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Gissela Lozano-Peña Fabiola Sáez-Delgado Yaranay López-Angulo Javier Mella-Norambuena Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
description	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.
format	article
author	Gissela Lozano-Peña Fabiola Sáez-Delgado Yaranay López-Angulo Javier Mella-Norambuena
author_facet	Gissela Lozano-Peña Fabiola Sáez-Delgado Yaranay López-Angulo Javier Mella-Norambuena
author_sort	Gissela Lozano-Peña
title	Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
title_short	Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
title_full	Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
title_fullStr	Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
title_full_unstemmed	Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
title_sort	teachers’ social–emotional competence: history, concept, models, instruments, and recommendations for educational quality
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/7f512598a8e44afeaaf899131fa3a746
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Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

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