Abstract
Due to the COVID-19 pandemic, students and teachers found themselves in an unprecedented situation where they faced both academic and psychosocial problems. In our study, we focused on some teacher characteristics that predict their perceived competence in meeting students' emotional needs during distance learning (PSCEN-DL) and thus contribute to students' well-being. In a sample of 645 Slovenian compulsory basic education teachers, the results of the regression analysis showed that teachers' resilience and their beliefs about the importance of focusing on psychosocial relationships when returning to school explained one-fourth of the variance in their PCSEN-DL. Results from a subsample of class teachers (n = 375) who were categorised into two extreme groups (low and high) in terms of their PCSEN-DL showed that teachers with high PCSEN-DL focused more on supporting, encouraging and relaxing students. Some practical implications about the importance of developing PCSEN in teachers are discussed.
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