Abstract
Socioemotional competence in teachers or the ability to regulate emotions according to social context is an important factor that influences academic motivation and helps the creation of inclusive classrooms. It is well known that cognitive abilities are important for adaptation to difficult situations; however, there is a dearth of research focusing on social and emotional aspects. There are limited instruments that can be used to assess socioemotional emotional competence in educational contexts and the few that exist were developed outside of Mexico and have not been validated in this context. Due to the high impact of teacher socioemotional competence on the social, emotional and intellectual development of students, it is important to have well-validated instruments to ensure correct measurement. To address this problem, we translated the Socio-Emotional Competency Teacher Evaluation Scale (SECTRS). In a sample of teachers (n = 222) its reliability and construct validity were evaluated and its factorial structure was investigated. Confirmatory factor analysis demonstrated that a 4-factor model with a second-order factor achieved acceptable goodness of fit. In congruence with previous literature, a negative correlation was found with an exhaustion factor and a positive correlation resulted with personal accomplishment and cultural sensibility. Our results will hopefully help the understanding of teacher socioemotional competence in Mexico and the development of better educational models and conditions.
References
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Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856
Tom, K. (2012). Measurement of Teachers’ Social-Emotional Competence: Development of the Social-Emotional Competence Teacher Rating Scale. Recuperado de https://scholarsbank.uoregon.edu/xmlui/handle/1794/12351
Walters, L. M., Garii, B., & Walters, T. (2009). Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre‐service teacher training. Intercultural Education, 20(sup1), S151-S158. https://doi.org/10.1080/14675980903371050
Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: what does the research say? New York: Teachers College Press.
Billingsley, B. S. (1993). Teacher Retention and Attrition-in Special and General Education: A Critical Review of the Literature. The Journal of Special Education, 27(2), 137-174. https://doi.org/10.1177/002246699302700202
Bracket, M., Stern, N., Rivers, S., Elbertson, N., & Salovey, P. (2009). A sustainable skill based approach to developing emotionally literate schools. En M. Hughes, H. Thompson, & J. Terrell (Eds.), The handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp. 329-358). Recuperado de http://ei.yale.edu/publication/a-sustainable-skill-based-approach-to-developing-emotionally-literate-schools/
Breeman, L. D., Wubbels, T., van Lier, P. A. C., Verhulst, F. C., van der Ende, J., Maras, A., … Tick, N. T. (2015). Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology, 53(1), 87-103. https://doi.org/10.1016/j.jsp.2014.11.005
Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22(8), 1042-1054. https://doi.org/10.1016/j.tate.2006.04.005
Chen, G.-M., & Starosta, W. (2000). The Development and Validation of the Intercultural Sensitivity Scale. Human Communication, 3(1-15). Recuperado de https://digitalcommons.uri.edu/com_facpubs/36
Chen, G.-M., & Starosta, W. J. (1996). Intercultural Communication Competence: A Synthesis. Annals of the International Communication Association, 19(1), 353-383. https://doi.org/10.1080/23808985.1996.11678935
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/10.1037/a0029356
Crowne, K. A. (2013). Cultural exposure, emotional intelligence, and cultural intelligence: An exploratory study. International Journal of Cross Cultural Management, 13(1), 5-22. https://doi.org/10.1177/1470595812452633
Dunham, J., & Varma, V. P. (Eds.). (1998). Stress in teachers: past, present, and future. London: Whurr Publishers.
Eccles, J. S., & Roeser, R. W. (2005). School and Community Influences on Human Development. En Developmental science: An advanced textbook, 5th ed (pp. 513-555). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Elias, M. J. (Ed.). (1997). Promoting social and emotional learning: guidelines for educators. Alexandria, Va., USA: Association for Supervision and Curriculum Development.
Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education (Online), 36(3), 1.
Garner, P. W. (2010). Emotional Competence and its Influences on Teaching and Learning. Educational Psychology Review, 22(3), 297-321. https://doi.org/10.1007/s10648-010-9129-4
Gutiérrez, R. J., Herrera, C. O., Núñez, C. T., & Magnata, E. V. (2014). Síndrome de Burnout en una muestra de profesores/as de enseñanza básica de la ciudad de Copiapó. Summa Psicológica UST, 11(2), 115-134.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Kyriacou, C. (2001). Teacher Stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
Maslach, C., Jackson, S. E., & Leiter, M. P. (1997). Maslach Burnout Inventory: Third edition. En Evaluating stress: A book of resources (pp. 191-218). Lanham, MD, US: Scarecrow Education.
Monnier, M. (2015). Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion. International Journal for Research in Vocational Education and Training, Vol 2 No 1 (2015). https://doi.org/10.13152/ijrvet.2.1.4
Montgomery, C., & Rupp, A. A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education / Revue canadienne de l’éducation, 28(3), 458. https://doi.org/10.2307/4126479
Persell, C. H. (2010). Social class and educational equality. En J. A. Banks & C. A. Banks (Eds.), Multicultural Education: Issues and Practices (7th ed, pp. 85-106). USA: Wiley & Sons. Recuperado de http://www.nyu.edu/classes/persell/READ11.html
Platsidou, M. (2010). Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction. School Psychology International, 31(1), 60-76. https://doi.org/10.1177/0143034309360436
Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model. PeerJ, 4, e2087. https://doi.org/10.7717/peerj.2087
Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27(4), 300-309. https://doi.org/10.1016/j.appdev.2006.04.002
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856
Tom, K. (2012). Measurement of Teachers’ Social-Emotional Competence: Development of the Social-Emotional Competence Teacher Rating Scale. Recuperado de https://scholarsbank.uoregon.edu/xmlui/handle/1794/12351
Walters, L. M., Garii, B., & Walters, T. (2009). Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre‐service teacher training. Intercultural Education, 20(sup1), S151-S158. https://doi.org/10.1080/14675980903371050
Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: what does the research say? New York: Teachers College Press.
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