Relationship between Social Emotional Competence of Teachers, Teacher-Student relationship, Classroom Climate and Social Emotional Competence of Secondary School Students

Abstract

The current study aimed to examine the relationship between social emotional competence of teachers and the social emotional competence of students. The study also aimed to find the relationship of teacher-student relationship and classroom climate with social emotional competence of teachers and students. The present study consists of two phases: phase 1 was to check the visibility of the instruments for the current sample. The sample for tryout comprised of 5 students (girls = 3 and boys = 2). Phase II was main study and sample included 321 students (girls = 126, boys = 195). The data for the main study was collected from different schools of Rawalpindi and Islamabad using purposive and convenient sampling. The finding of the study indicated there was no relationship between social emotional competence of teachers and student. There was a positive relationship between teacher-student relationship and social emotional competence of students. Moreover, teachers with high level of education positively related to the social emotional competence of teachers. Results also showed that girls were more socially emotionally competent than boys. Male teachers were found to be more competent socially and emotionally than female teachers. It was also found that the most important factor affected the social emotional competence of the student was the teacher-student relationship and social emotional competence of teachers. The findings of the current study have implications for social emotional learning practices among secondary schools. These practices will lead to development of social emotional competencies in students as well as in teachers.