Emotional competences and self-efficacy perceived by teachers in training

Abstract

Teachers' socio-emotional development level is linked to good classroom management as a factor that affects the teaching-learning process. That is why affective aptitude should be considered in the training of future pedagogues and educators, which enables, among other aspects, a feeling of self-efficacy for handling stressful situations in their educational practice. This study aims to analyze the relationship between professional experience and socio-emotional education (ESE) courses teachers have received, either within or outside the school context, with their emotional competence (EC). Likewise, the mediating effect of EC on perceived general self-efficacy is evaluated. The sample consisted of 110 teachers in training from Normal Schools in Mexico. For data collection, two questionnaires were applied: the CDE-A35 and the General Self-Efficacy Scale (GSE). Results indicate that teachers who have received ESE within the school context have significant CE development, affecting’s their perception of self-efficacy to handle stressful situations in their daily work. These findings suggest that professional experience does not ensure further CE development, so strengthening ESE in initial teacher training is essential.