Competence For Transformation Research Articles

예비유아교사의 현장실습을 통한 변혁적 역량 탐구

Objectives The purposes of this study were seek to explore the transformative capabilities of prospective early childhood teachers through early childhood education field practice experiences. Methods The study was conducted using qualitative research methods, and the participants were 15 pre-service early childhood teachers from K University in Gyeonggi-do. Data were collected through play observation records and reflection sheets in 3-, 4-, and 5-year-old classes, and the collected data was divided into high and low categories based on the extracted key keywords and qualitatively analyzed to derive results. Results The transformative competencies of prospective early childhood teachers through field practice were, first, respecting children with a loving heart and attitude as a basic competency, discovering personality and aptitude as an early childhood teacher, and establishing a teaching perspective with expectations of becoming an early childhood teachers. Second, the ability to understand the field was found to be overcoming fear and tension by understanding the field and learners, understanding the teacher's role by integrating knowledge and technology, and acquiring practical knowledge through decision-making in dilemma situations. Third, future response capabilities included practicing adaptability and flexibility according to change, establishing sensitivity to various perspectives through a sense of community, and utilizing information technology by incorporating ideas. Conclusions In order to improve the transformative capabilities of prospective early childhood teachers, the need for a practical program that allows students to experience learning through educational service experience and subject matter connection linked to daycare centers and kindergartens was discussed.

Conceptualising self-reflexive practice as transformational competence: Exploring relationships and relatedness in a fourth industrial revolution technological environment

In the author’s exploration of the literature, little seems to be known regarding the potential value of self-reflexive practice in exploring the fourth industrial revolution (4IR) and its related phenomena. The thesis is presented in narrative format and based on personal experience and insights, supported by a non-systematic review of the literature on self-reflexive practice and the 4IR. This perspective argues that one of the most impactful transformational competences in the context of the 4IR, is arguably what is known as self-reflexive practice (SRP). Through this practice we elucidate our conscious and unconscious assumptions and orientations towards the 4IR and associated phenomena. The aim of this article was to highlight the importance of self-reflexive practice as a critical skill for navigating the complexities and challenges presented by the Fourth Industrial Revolution. In this article SRP is conceptualised as the critically informed stance of reflexive dialogue with the self, regarding conscious and unconscious realities. It is argued that the value of SRP lies in its capacity to a) foster critical thinking, b) manage paradoxes, dilemmas and complexities that are characteristic of the 4IR, and c) create psychological “containing spaces” for complexity, ambivalence, and ambiguity. Thus, reflexivity as a way of being, could help us reshape and reorient how we relate to the 4IR and enable practitioners to learn from experience (through deep reflection) about themselves, their work and the way they relate.

Transformational Leadership, Technological Competence and Teachers' Performance

This study evaluated the extent of transformational leadership and technological competencies of school teachers in selected universities in China. The study further formulated a policy program that ensured the practice of transformational leadership in the involved institutions. It made use of a quantitative research design. More specifically, the study utilized a descriptive-comparative-correlational research design to gather data and further process, analyze, and interpret these. This research was conducted among three (3) selected universities in Hunan Province of China. The Universities are Hunan International Economic University, Hunan Normal University, and Hunan University. The study was conducted among 186 teachers selected from a population of 357. Several statistical tools such as frequency count and percentage, weighted mean, standard deviation, t-test and ANOVA, and Pearson’s Correlation was used for the data analysis. Based on the study findings, the majority of the teachers are between 31-40 years old, mostly males, with mostly 16-20 years of teaching experience, and are mostly post-graduates. In the assessment of the transformational Leadership of the superiors, the evaluation showed that the superiors possess a higher level of individualized consideration, followed by idealized influence, then intellectual stimulation, and inspiration motivation. In the assessment of the difference in transformational leadership based on age, the finding suggests that the mean assessment of all the age groups are similar, indicating a balanced distribution of the respondents based on age in individualized consideration, inspiration motivation, and idealized influence. The assessment on technological competence show that the highest dimension is the technological pedagogical knowledge, followed by technological content knowledge, and the technological knowledge. A significant relationship exists between technological leadership, technological competency, and the performance of the teacher superiors. This relationship entails that a transformational leadership practice among the superiors influences the level of technological competency and the performance of the teachers.

Appraising Education 4.0 in Nigeria’s Higher Education Institutions: A Case Study of Built Environment Programmes

In the era of digitalisation, the construction industry is fast embracing digital technology, which evolved from Industry 4.0 (fourth industrial revolution [4IR]). Built environment programmes (BEPs) are expected to meet the needs of the digitalisation era via Education 4.0. Education 4.0 aims to transform education’s future with diverse digital automation and innovative paedagogical procedures. Studies concerning Education 4.0 in Nigeria’s BEPs are scarce. Hence, this study aims to appraise Education 4.0 and investigate the perceived issues facing implementing Education 4.0 in Higher Education Institutions (HEIs), using BEPs as a case study. The findings intend to improve Education 4.0 implementation practices in BEPs. Data were sourced from 40 participants across Nigeria for better coverage and representation via a semi-structured interview approach. The participants were knowledgeable about Education 4.0 and Nigeria’s BEPs. This study adopted a thematic analysis of the virtually collected data and presented the findings in themes. This study shows that Education 4.0 implementation in Nigeria’s BEPs is lax and should be overhauled to improve achieving Sustainable Development Goal 4 (SDG 4)—quality education—and other related SDGs. The findings reveal that improved Education 4.0 can enhance the achievement of SDG 4. The findings cluster the perceived 18 hindrances facing Education 4.0 implementation into three main groups. Also, the findings proffer feasible measures to improve Education 4.0 implementation in Nigeria’s HEIs, using BEPs as a case study, via improved transformative competencies, technological advancement, innovative paedagogical procedures, and stakeholders’ collaboration to improve achieving SDG 4. The proposed framework could assist in creating new values and transforming the students’ BEP competencies via stakeholder collaboration and Education 4.0 for the private sector (future talents’ beneficiary), thus fostering their employability.

Developing a healthcare transformational leadership competency framework for disaster resilience and risk management

Climate change-induced hazards increasingly threaten healthcare systems worldwide, amplifying the frequency and severity of disasters and their adverse health effects. This necessitates fortified healthcare leadership and resilient systems capable of delivering quality care amidst escalating environmental challenges and emphasises the need for standardised competency frameworks to enhance disaster readiness and response. As healthcare organisations face evolving challenges, cultivating transformational leadership competencies becomes essential for building adaptive, resilient, and effective disaster management strategies. Purposeof this study: This conceptual paper addresses the research question: "How can healthcare leaders' competencies be developed to support healthcare disaster resilience?". MethodsThe study, conducted in 2023, used a narrative literature review, comparative analysis, and synthesis. It reviewed frameworks on transformational leadership and disaster resilience, employing comparative analysis to examine relationships and leadership competencies. A synthesized framework was developed to clarify dimensions and relationships. ResultsEight ‘domains’ of competencies were identified, in addition to other ‘transferring skills.’ The domains were analysed regarding their component competencies and were broadly classified into knowledge, cognitive and interpersonal skills, and attitudes. This classification is proposed as a ‘Healthcare Transformational Leadership Competency Framework’ (HTLCF) for disaster resilience and risk management. ConclusionThe HTLCF supports leaders in navigating complexities, anticipating risks, and facilitating collaboration, communication, and accountability, leveraging their transformative agency. This study suggests the use of the Healthcare Transformational Leadership Competency Framework to develop a standardised disaster management curriculum and continuous, ongoing training. This would equip leaders to enhance resilience and ensure coordinated, effective disaster responses for healthcare systems.

The Influence of Transformational Leadership and Competence on the Work Performance of TNI AU Finance Officers

This study aims to examine the influence of transformational leadership and competence on the work performance of TNI AU financial officers. The formulation of the problem raised in this study includes three main aspects: (a) the partial influence of transformational leadership on work performance, (b) the partial influence of competence on work performance, and (c) the simultaneous influence of transformational leadership and competence on the work performance of TNI AU financial officers. The research method used is an associative quantitative approach. This study uses a survey with a questionnaire as a data collection instrument, which is then analyzed using SPSS statistical software version 25. The research population is all TNI AU finance officers, with a sample of 99 people who are randomly selected. Data analysis was carried out through a linear regression test to test the partial and simultaneous influence of independent variables (transformational leadership and competence) on bound variables (work performance). The results of the study show that transformational leadership and competence partially have a positive and significant influence on work performance. Simultaneously, these two variables have also been proven to have a significant effect on work performance, with a contribution of 51.6% to the variation in the work performance of TNI AU finance officers. The discussion of these results emphasizes the importance of developing inspirational leadership and high competence in achieving optimal performance in the military environment.

The Influence of Transformational Leadership Style and Competency Development on the Professionalism Index of State Civil Apparatus IPASN ) in Government Environment

Civil servants who are State Civil Apparatus (ASN) as one of the state servants and public servants are required to be pioneers in all fields, have high quality, dedication, and work ethic. One approach in an effort to improve ASN p erformance can be done through leadership. The purpose of this study was to determine the effect of leadership style and competency development on the State Civil Apparatus Professionalism Index (IPASN) in the Jember Regency Government Environment. The num ber of respondents in this study was 72 people as leaders of Regional Apparatus Organizations (OPD). The sampling technique used was saturated sampling (census) where all populations/respondents were used as samples. The data collection technique used the questionnaire method through the distribution of google forms. The data processing technique used was descriptive statistics using a Likert scale. The results of the data analysis showed that transformational leadership style a nd competency development had a positive and significant effect on the State Civil Apparatus Professionalism Index (IPASN).

THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP, ORGANIZATIONAL CULTURE, MOTIVATION AND COMPETENCY TOWARDS THE PRODUCTIVITY OF PUBLIC PRIMARY SCHOOL PRINCIPALS IN THE FIELD OF PRIMARY EDUCATION DEPARTMENT OF BATAM CITY

This research aims to obtain information regarding the relationship between independent variables, namely; Transformational leadership (X1), organizational culture (X2), work motivation (X3), and Competency (X4) with the dependent variable being the work productivity of the Principal of the State Elementary School (Y) Primary School Development Sector of the Batam City Education Service, both individually and collectively. The population of this study was all employees of the Head of SDN for Primary School Development at the Batam City Education Department, totaling 145 people. In this study, there was no classification of differences between State Primary School Principals based on type or class status, both types of State Primary School Principals had the same treatment. Samples were taken using simple random sampling techniques. By using the Slovin formula, a sample of 59 people was obtained. The research results show a significant positive influence of transformational leadership (X1), organizational culture (X2), work motivation (X3), and Competency (X4) on the work productivity of State Elementary School Principals (Y) as indicated by the F valuecount amounting to 30,627. This value is much smaller than the F valuecount at the alpha significance level of 0.05, namely 2.95, or F = 30.627 < F0,05(4:57) = 2.54. The relationship pattern of the four variables is expressed by the multiple regression equation = -9,643 + 0,357X1 + 0,328X2 + 0,167X3 + 0.597X4. This means that the better the transformational leadership of the Principal of the State Primary School, the better the organizational culture in which the Principal of the State Primary School works, the higher the work motivation of the Principal of the State Primary School, and the higher the competency received by the Principal of the State Primary School, the higher the work productivity will be. Principal of the State Elementary School. Previously, based on validity and reliability tests, all instruments met the validity and reliability requirements. If calculated per variable, the variable that has the most influence is the organizational culture variable, which has a coefficient of determination of 54.1%. This means that organizational culture is the factor that most influences the work productivity of State Elementary School Principals.

The Influence of Transformational Leadership, Competence, Work Motivation and Organizational Culture on the Performance of RSCM Employees through Job Satisfaction as a Mediating Variable and Organizational Support as a Moderating Variable

The purpose of this study was to analyze the effect of organizational culture, job performance, motivation, and transformational leadership on employee performance at Cut Mutia General Hospital in North Aceh, with the role of organizational culture as a mediating variable and the role of organizational capacity as a moderating variable. This study used a combination of qualitative and quantitative methods with a sample size of 250 participants. Information was collected using questionnaires and interviews. The analysis method used is the SEM-PLS model using Smart-PLS and Nvivo qualitative tools. The research findings show that organizational culture, competence, work motivation, and transformational leadership have a significant impact on employee performance and work-related performance. Employee performance has a significant impact on employee work-life balance. This study also indicated that work-related stress is a mediator of transformational leadership, competencies, work motivation, and organizational culture in relation to employee performance. In addition, organizational capacity facilitates communication among employees.

PENGARUH KOMITMEN ORGANISASI, TRANSFORMASI KEPEMIMPINAN DAN KOMPETENSI PEGAWAI TERHADAP KINERJA PEGAWAI MELALUI KEPUASAN KERJA PADA BADAN PENGEMBANGAN SUMBER DAYA MANUSIA PROVINSI JAWA TIMUR

The purpose of this research is to analyze the influence of organizational commitment, leadership transformation and employee competency on employee performance through job satisfaction at the East Java Province Human Resources Development Agency Office. This type of research is explanatory research and a quantitative research approach with a population and sample of 100 respondents. The data analysis method uses SEM Partial Least Square (PLS). The research results show that organizational commitment has no significant effect on job satisfaction. Leadership transformation has no significant effect on job satisfaction. Employee competency has a significant effect on job satisfaction. Organizational commitment has a significant effect on employee performance. Leadership transformation does not have a significant effect on employee performance. Employee competency has a direct effect on employee performance. Job satisfaction has a direct effect on employee performance. Organizational commitment does not have a significant effect on employee performance through job satisfaction. Leadership transformation does not have a significant effect on employee performance through job satisfaction. Employee competency has an indirect and significant effect on employee performance through job satisfaction.

Pneumococcal competence is a populational health sensor driving multilevel heterogeneity in response to antibiotics

Competence for natural transformation is a central driver of genetic diversity in bacteria. In the human pathogen Streptococcus pneumoniae, competence exhibits a populational character mediated by the stress-induced ComABCDE quorum-sensing (QS) system. Here, we explore how this cell-to-cell communication mechanism proceeds and the functional properties acquired by competent cells grown under lethal stress. We show that populational competence development depends on self-induced cells stochastically emerging in response to stresses, including antibiotics. Competence then propagates through the population from a low threshold density of self-induced cells, defining a biphasic Self-Induction and Propagation (SI&P) QS mechanism. We also reveal that a competent population displays either increased sensitivity or improved tolerance to lethal doses of antibiotics, dependent in the latter case on the competence-induced ComM division inhibitor. Remarkably, these surviving competent cells also display an altered transformation potential. Thus, the unveiled SI&P QS mechanism shapes pneumococcal competence as a health sensor of the clonal population, promoting a bet-hedging strategy that both responds to and drives cells towards heterogeneity.

The Influence of Transformational Leadership, Work Competency, and Work Discipline on Work Productivity with Job Satisfaction as a Mediating Variable on Employees of the Aceh Human Resources Development Agency

This study investigates the correlation between transformational leadership, work competency, discipline, and work productivity at the Aceh Human Resources Development Agency (BPSDM Aceh) with job satisfaction as a moderating variable. Questionnaires were sent to 99 BPSDM Aceh workers as the main means of data collection in this research. The data analysis of this research made use of the Structural Equation Model Partial Least Square (SEM PLS). The SmartPLS software paradigm is employed to facilitate data processing for research objectives. The result shows that directly, transformational leadership and work competency do not significantly affect job satisfaction, while work discipline significantly affects job satisfaction; transformational leadership, work competency, and work discipline significantly affect work productivity, and; indirectly, transformational leadership and work competency does not significantly affect work productivity through mediation of job satisfaction, while work discipline significantly affects work productivity through mediation of job satisfaction. The results also show that job satisfaction functions as a partial mediation on the impact of work discipline on work productivity.

Analyzing the Digital Transformation Competence of Vietnamese Students Using Exploratory Factor Analysis (EFA)

In Vietnam, digital transformation has been taking place strongly in all fields, especially education. Universities are very interested and focused on promoting digital transformation activities at their facilities. Students are individuals who participateand directly benefit from this process. The question is how competent students are when participating in digital transformation at the institution. This article focuses on researching the digital transformation competencyof Vietnamese students in general, and at Commerce Universityin particular. From there, it provides educational institutions with theperspective of the digital transformation competencyof students. Especially, based on experiments conducted with 405 students at the Universities of Commerce, the research group applied the Exploratory Factor Analysis (EFA) method and multiple linear regression to identify seven factors influencingdigital transformation competence: "Interest", "Usefulness", "Importance", "Personal capacity", "Relationship", "University"and these seven factors explained 71.7% of the variation in digital transformation competence. In summary, the research provides support for educational institutions to develop plans for enhancing the digital transformation competency of studentsin general and at Thuongmai University in particular.

Unveiling the regulatory network controlling natural transformation in lactococci.

Lactococcus lactis is a lactic acid bacterium of major importance for food fermentation and biotechnological applications. The ability to manipulate its genome quickly and easily through competence for DNA transformation would accelerate its general use as a platform for a variety of applications. Natural transformation in this species requires the activation of the master regulator ComX. However, the growth conditions that lead to spontaneous transformation, as well as the regulators that control ComX production, are unknown. Here, we identified the carbon source, nitrogen supply, and pH as key factors controlling competence development in this species. Notably, we showed that these conditions are sensed by three global regulators (i.e., CcpA, CodY, and CovR), which repress comX transcription directly. Furthermore, our systematic inactivation of known signaling systems suggests that classical pheromone-sensing regulators are not involved. Finally, we revealed that the ComX-degrading MecA-ClpCP machinery plays a predominant role based on the identification of a single amino-acid substitution in the adaptor protein MecA of a highly transformable strain. Contrasting with closely-related streptococci, the master competence regulator in L. lactis is regulated both proximally by general sensors and distantly by the Clp degradation machinery. This study not only highlights the diversity of regulatory networks for competence control in Gram-positive bacteria, but it also paves the way for the use of natural transformation as a tool to manipulate this biotechnologically important bacterium.

Writing in the Era of Artificial Intelligence from the Perspective of Transformative Competencies

With the recent development of artificial intelligence technology such as ChatGPT, various discussions have been raised regarding writing education in the era of artificial intelligence. Therefore, this study aims to explore the direction of writing education from the perspective of transformative competencies. To this end, this study examined the meaning of transformative competencies presented in the OECD's Future of Education and Skills 2030 Project and suggested the direction in which writing education in the era of artificial intelligence should be heading.The ‘transformative competencies’ presented in the OECD's Future of Education and Skills 2030 Project focuses on the ability of humans to do better when matched against artificial intelligence. In the future society, it is necessary to be able to cope with fluctuating and uncertain situations by having a flexible attitude toward new technologies and an attitude that encourages the continuous acquirement of new knowledge or skills through transformative competencies.Based on transformative competencies, this study set the direction of writing education in the age of artificial intelligence as ‘creative writing to create new values’, ‘practical writing for individuals and communities’, and ‘heuristic writing to awaken a sense of good writing and responsibility’. The direction of writing education in this era of artificial intelligence is not limited to the education of required college writing subjects, but is also the direction of overall college education as well as that of the humanities. Through the establishment of this direction, writing education should be aimed at actively responding to changes in the future era of artificial intelligence, while still allowing students to maintain certain human qualities.

Enhancing Transformative Competencies through the Internalization of Religious Moderation: A Vision for Islamic Boarding School's Educational Framework in 2030

Extremism, radicalism, hate speech, and even the rupture of inter-religious ties, are problems facing the Indonesian nation today. Al-Hikam as one of the boarding schools able to survive in those problems, by encouraging religious moderation. This study aims to explore the process of internalizing the value of religious moderation in Al-Hikam Islamic boarding schools and analyze the realization of transformative competencies in the process. An instrumental case study design was chosen for this research. Observation and in-depth interviews were conducted to obtain data. The results showed that there were 3 models of value transformation, verbal, symbolic, and written. The methods of imparting values are carried out in two ways, namely providing standardized sources of accurate information and structured practices through pesantren programs and activities. The internalization process is formed through joint service activities involving various elements of the moderation agency. This study arrived at the theoretical finding that maximizing the function of co-agency in pesantren consisting of the Kyai board, teachers, peer colleagues, and santri guardians at the transaction stage, is effectively facilitates the internalization of values by the agents (santri) of religious moderation obtained at the transformation stage into an inherent identity, namely moderate humans. This achieved identity also brings students to achieve transformative competencies: creating new values, reconciling tensions and dilemmas, and taking responsibility.

Learner agency and its types; application in the language learning environment

The article examines student agency as the student’s resource or asset that influences the formation of an individual learning path in foreign language acquisition. Two types of resources are identified: personal – individual characteristics of the student’s intellectual cognitive development, acquired skills, knowledge – and external, economic and social resource, – social, family and educational environment as well as networks. The influence of changes taking place in the learning environment, in particular in language acquisition, and the impact of transformational competencies on the formation and development of agency, student agency, and co-agency are highlighted. Sociological and socio-psychological approaches to defining the concept of agency and the different contexts in which student agency is formed and developed – moral, social, economic, and creative – are outlined. Student agency is defined as an initiative, conscious, self-regulated activity of students aimed at choosing their own learning path in order to achieve personal goals. The types of co-agency within the educational ecosystem are considered; four levels of systemic interaction of educational process stakeholders are distinguished: student-teacher, student-peer, student-family, and student- wider community, and their influence on the formation and development of student agency is emphasized. Based on the theory of structuration and metacognitive strategies that learners favour in the process of organizing language acquisition, the types of student agency used in the language learning environment are differentiated: collaborative, technological, culture-oriented, research, reflexive, self-directed, and action-oriented. The prospect for further research consists in establishing a correlation between the types of student agency and learning tasks in the language classroom

Developing a Framework for Assessing Transformative Competencies of Junior High School Students Through Construct Modelling Approach

This research is designed to develop a comprehensive assessment framework to study junior high school students’ transformative competencies in three dimensions: creating new value, reconciling tensions and dilemmas, and taking responsibility. Researchers developed and verified the quality of the assessment framework among the 120 junior high school students purposively selected from four schools in the northeastern and central regions of Thailand as the test-takers. The project is segmented into four phases: creation of the construct map, item design, outcome space, and Wright map. The framework’s efficacy is analyzed using the Rasch model and the Maximum Likelihood Estimation method. Validity is rigorously evaluated through empirical evidence derived from the Wright map and cognitive interviews. Reliability is assessed via the standard error of measurement, test information function, expected-a-posteriori reliability, and Infit Mean Square value. Key findings included the development of a five-level construct map and the formulation of scaled open-ended questions based on the test takers’ responses. A cut-off point is determined by dividing the threshold level by the number of tests at corresponding levels, adhering to Wright map criteria for each dimension. Subsequent item analysis and modeling confirmed the internal structure’s validity and reliability. This framework equips them with skills to navigate and effectively address complex real-world challenges, enhancing targeted educational strategies, promoting superior learning outcomes, and preparing students for advanced academic and professional environments.

THE CRITICAL ROLE OF TECHNOLOGY ADOPTION AND COMPETENCY THROUGH IMPROVING TEAMWORK AND KNOWLEDGE TRANSFORMATION IN THE FURNITURE BUSINESS IN JEPARA

The Jepara furniture industry, facing global pressure and intense competition, must integrate technology and increase competence to maintain competitiveness. This article analyzes the critical role of technology adoption and competency development through improving teamwork and knowledge transformation in the context of the furniture business in Jepara. Using quantitative research methods and conducting surveys on furniture companies in Jepara, data was analyzed through questionnaires that focused on critical variables, such as technology adoption, teamwork, knowledge transformation, and business competency indicators. The research results show that technology adoption, improved teamwork, and knowledge transformation positively correlate with business competency. Technology integration provides operational efficiency, while improved teamwork and knowledge transformation improve employee skills and response to market dynamics. This article provides insight into the importance of this strategy in creating an efficient and responsive business model in the Jepara furniture industry. The practical implications include guidance for furniture business players to increase competitiveness through technology adoption, strong teamwork and effective knowledge management.

An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students and adults in schools, psychometrically and theoretically sound measurement tools facilitating the implementation of transformative SEL practices are still lacking. To address this research gap, we conducted the initial validation of a teacher self-reflection scale initially developed by Collaborative for Academic, Social, and Emotional Learning (CASEL) to assess teachers’ perception of their social and emotional competencies in transformative SEL practices among a sample of 249 Asian American and Pacific Islander (AAPI) teachers in the U.S. Results of exploratory confirmatory factor analyses suggested that a 22-item version of the Transformative Social and Emotional Learning Competencies Scale (TSELCS-22) was best supported by a second-order model with one second-order factor of overall social and emotional competencies and five first-order factors. The measurement invariance test indicated that the factor structure of the current scale was consistent across genders. Correlation analyses showed that teachers’ self-reported social and emotional competencies based on TSELCS-22 generally had positive correlations with teachers’ subjective well-being. TSELCS-22’s practical implications in supporting the transformative SEL practices for AAPI teachers and teachers and students from other diverse backgrounds were discussed. Impact Statement This study is the first validation study of the Transformative Social-Emotional Learning Competencies Scale among Asian American and Pacific Islanders (AAPI) teachers. In alignment with CASEL’s transformative social and emotional learning (TSEL) framework, it provides the initial empirical evidence for a self-reported assessment tool to understand and support transformative SEL practices among teachers and to improve teacher well-being and workforce, particularly for those from racial/ethnic minoritized backgrounds.