Abstract
This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor’s degree who were randomly assigned into control (18 female, 16 male) and experimental (20 female, 14 male) groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpersonal—intrapersonal skills). Bar-On social emotional scales (adult version) and a researcher-made questionnaire for teaching efficacy were used to collect the required data. Independent t-tests, mix models of variance, multivariate analyses of variance, and regressions were used to compare the mean of social-emotional intelligence and its components and teaching efficacy differences between and within groups. The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers. This research also showed a positive correlation between the enhancement of emotional skills and effective teaching. To be most effective, emotional skills training programs need to be applied in the classroom consistently across the curriculum, and teachers` involvement with these skills is needed to promote their social-emotional abilities.
Highlights
During the past two decades, a global movement has begun by researchers, workers, and policy-makers to study the effective factors in maximizing the efficiency of the educational system (Teddlie & Reynolds, 2000)
The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers
The studies related to school efficiency show that the variation ‘within the school borders’ effect the variation and differences “between the schools” (Fitz-Gibbon, 1996) and the teacher and learning effects are remarkably far more important than the school effect
Summary
During the past two decades, a global movement has begun by researchers, workers, and policy-makers to study the effective factors in maximizing the efficiency of the educational system (Teddlie & Reynolds, 2000). They have focused their attention on educational achievement, school supervision, characteristics of efficient schools in the international level, and special issues in inefficient educational systems. Today there is an opportunity for the school efficiency movement to study the classroom and its teachers with the same clarity and concentration This is evident in the studies related to school efficiency that students’ performances are highly significant within the classroom rather than the schools at the international level. Since our interventions within the school borders are based on strict rules, and not focused on learning, they are less effective
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