dc.creator | Kovačević Lepojević, Marina | |
dc.creator | Popović-Ćitić, Branislava | |
dc.creator | Bukvić Branković, Lidija | |
dc.date.accessioned | 2021-11-03T11:50:54Z | |
dc.date.available | 2021-11-03T11:50:54Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-6065-677-5 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/687 | |
dc.description.abstract | Scientific evidence shows that teachers’ socioemotional competences are an
important factor for fostering students’ competences through the learning process.
Five competences are specially connected to teachers’ success in the classroom:
self-awareness, self-management, relationship skills, social awareness and
responsible decision making. Aim of this research is examining differences in
socioemotional competences between whole-class and subject teachers.
Secondary, relationship of teachers’ socioemotional competences with gender, age,
and years of working in education will be investigated. Additionally, relation of fear
of COVID-19 and teachers’ socioemotional competences will be investigated.
Research sample consisted of 817 teachers (15.2% male) from elementary schools in
Serbia, age from 23 to 64 (M = 45.56, SD =9.35). Teacher social and emotional
competences were assessed by Self-Assessing Social and Emotional Instruction and
Competencies: A Tool for Teachers (American Institutes for Research) (Yoder, 2014).Scale FCV-19S (Ahorsu et al., 2020) was used to measure level of primary school
teachers’ fear of COVID-19. Data was collected online from February to April 2021.
Differences between group of whole-class teachers and subject teachers were
obtained by MANCOVA. Research results show that whole-class teachers were more
competent than subject teachers in self-awareness (F=4.922; p<.05), selfmanagement
(F=6.995; p<.05) and relationship skills (F=10.418; p<.05), whilst no
differences were found regarding social awareness and responsible decision
making. Gender, age, and years of working in education, was not related to any of
primary school teachers’ socioemotional competence. Fear of COVID-19 was not
related to teachers’ socioemotional competences. Research results were
interpreted in the relation to various factors that differ whole-class from subject
teachers (e.g. pedagogical aspects of preservice education, organization of teaching
process, professional development, etc.). | sr |
dc.language.iso | en | sr |
dc.publisher | Novi Sad : Faculty of Philosophy | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Current trends in psychology 2021 | sr |
dc.subject | teachers | sr |
dc.subject | socioemotional competences | sr |
dc.subject | primary school | sr |
dc.title | Socioemotional competences of primary school teachers: differences between whole-class and subject teachers | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 179 | |
dc.citation.spage | 178 | |
dc.description.other | Book of abstracts: Scientific-professional meeting Current trends in psychology 2021, October 28 - 30,2021 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2055/Socioemotional_competences_of_primary_school_teachers_2021.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_3976 | |
dc.type.version | publishedVersion | sr |