Abstract
This study examines the premise that social-emotional learning (SEL) competencies develop with time and experience. A sample of 616 educators at different stages of seniority (pre-service, beginner or experienced) was surveyed using SEL questionnaires. Results showed an advantage in social competencies for both experienced and beginner educators over pre-service educators. In contrast, dividing the sample based on different simulation experiences (none, limited, and multiple) revealed that experienced educators with limited simulation experience were considerably lower in the cognitive and emotional subscales. Encouragingly, this negative trend was not observed among experienced educators with multiple simulation experience. Theoretically, the findings unveil vulnerabilities in the cognitive, emotional, and social dimensions of SEL that are unique to each stage of seniority, alongside a potential cumulative effect of simulations that may provide means for addressing the inherent social-emotional challenges in the field.
Published Version
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