Socioemotional skills and pedagogical practices in elementary education teachers
Impact on student learning
DOI:
https://doi.org/10.56162/transdigital615Keywords:
distress, socioemotional skills, pedagogical practices, socio-training, pademicAbstract
Although there are studies focused on teachers’ socioemotional skills, they lack information related to emotional well-being, teacher mediation, and student learning. Therefore, this study sought to determine how socioemotional skills influence distress, teaching practices, and student learning outcomes during the COVID-19 pandemic. Initially, 1,447 elementary school teachers in Mexico participated, and in a second phase, 377 teachers. It was found that socioemotional skills were at a moderate or acceptable level in both phases, with no significant changes. Distress levels were low, and it was found that higher levels of socioemotional skill development were associated with higher levels of socio-formative teaching practices oriented toward sustainable development and greater achievement of learning outcomes. It was concluded that during the COVID-19 pandemic, there was no impact on teachers’ socioemotional well-being, and having a high level of socioemotional skills was associated with better academic performance among students.
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