Relationship between the Social Emotional Competences of Secondary School Teachers and Students in a virtual teaching experience

Abstract

This paper is part of a doctoral research that analyses the relationship between socioemotional competences (SEC) and pedagogical beliefs in secondary school teachers. Specifically, we sought to study the relationship between the SEC of 115 teachers and 228 secondary school students in two UGELs (Local Education Management Units) in Peru in the context of the "Learning at home" experience as a way of responding to the challenges arising from Covid-19. The problem was approached from the quantitative paradigm with a correlational design. Two questionnaires were applied to measure the study variables based on the CASEL proposal. The results indicate that the levels of SEC are acceptable and do not differ significantly in both groups, while there is a low and very low correlation between the variables and sub-variables of the study. Results are discussed and conclusions are drawn.