Naslov
What about school professionals? Self-assessment of their socio-emotional competencies

Autori
Maglica, Toni ; Grčić, Ante ; Ljubetić, Maja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
ICERI2022 Proceedings / - Sevilla : IATD, 2022, 5316-5325

ISBN
978-84-09-45476-1

Skup
15th annual International Conference of Education, Research and Innovation (ICERI 2022)

Mjesto i datum
Sevilla, Španjolska, 07.11.2022. - 09.11.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
socio-emotional learning, socio-emotional competences, school professionals

Sažetak
Socio-emotional learning focused on the development of socio-emotional skills consistently and directly contributes to the personal growth, development and well-being of students, as well as to the prevention of behavioural and mental health problems. The framework within which socio-emotional learning is implemented includes at least three dimensions: socio-emotional competences of students, socio- emotional competences of teachers, and learning context. To create an adequate and supportive learning context for socio-emotional learning to take place, adults such as parents and teachers, but also policymakers and school directors are crucial. Through its acts, documents, strategies and curricula, Croatian educational policy provides a legal and administrative foothold for socio-emotional learning. However, the implementation of the socio-emotional learning programmes remains poor, occasional, and spontaneous, rather than organized and comprehensive. The authors of this paper strived to provide an effort in clarifying this challenge of Croatian educational practice by focusing on the socio-emotional competences of school professionals (teachers on different levels of education, school counsellors, directors) as one of the three basic dimensions of the socio-emotional learning. Therefore, this study aims to examine the socio-emotional competences of different school professionals. The sample of 744 school professionals (M=41.58 ; SD=10.53) from different parts of Croatia self-assessed themselves using Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff and Adults (CASEL).The results indicated that all of the school professionals, regardless of their profession or position (either elementary school teachers, high school teachers, school counsellors or even school directors), self- assessed their socio-emotional competences very highly, with the highest variation on the Social skills subscale. No correlations were found between different professions in the sample. One-way ANOVA showed that the principals had significantly higher scores on the Responsible decision-making subscale. Regression analysis indicated age as a significant predictor of the Responsible decision-making subscale explaining 2 % of the variance. Factor analysis fits the 5-factor model as it is suggested in the original questionnaire. Respecting the fact that the studies of social- emotional competences among Croatian school professionals are scarce, these important results are discussed in the light of actual challenges of Croatian high education, educational practices and recent EU directions in the field of socioemotional education

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija, Edukacijsko-rehabilitacijske znanosti, Interdisciplinarne društvene znanosti

POVEZANOST RADA