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.
Highlights
Social and emotional competencies (SEC) have been positioned as a central element in human development because of the high predictive capacity they have towards variables related to the educational context [1,2,3]
The first represents the path from the review of the specific literature of the field and the second from the frequency of productivity of scientific articles evidenced in the Web of Science (WOS), SCOPUS, and ERIC databases
Regarding the first perspective to account for the historical path, it is not possible to determine a single temporality of the development of the components that make up the SEC, an emphasis on different periods can be identified over time and four periods can be identified: (1) The beginning of the concept centered on the social component, (2) the beginning of the concept centered on the emotional component, (3) the beginning of the concept with integration of the social and emotional components, and (4) the beginning of the concept that understands the social and emotional component as competence
Summary
Social and emotional competencies (SEC) have been positioned as a central element in human development because of the high predictive capacity they have towards variables related to the educational context [1,2,3]. In recent years, international organizations, such as the European Union, the United Nations, and the OECD have recognized the relevance of SEC. This promotes their inclusion in international conventions and treaties signed with different countries [4]. The teaching profession is considered one of the most emotionally demanding professions, which can affect mental health and wellbeing [6,7]. It is associated with episodes of stress and burnout [8].
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