Beliefs of the Participants of the Educational Process about the Development of Teachers’ Socio-Emotional Skills

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Received: 07/16/2024

Accepted: 03/05/2025

Accepted date: 03/31/2025

Keywords: socio-emotional skills, socio-emotional skills, teacher training, qualitative methodology, focus groups

To cite this article

Iurchik, E.N., Petrakova, A.V. Beliefs of the Participants of the Educational Process about the Development of Teachers’ Socio-Emotional Skills. // Kazan Pedagogical Journal . 2025. N 1. p.80-96

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Iurchik, E.N. State Autonomous Educational Institution of Additional Professional Education Center for Pedagogical Excellence(Moscow, Russian Federation)National Research University “Higher School of Economics”(Moscow, Russian Federation)

Petrakova, A.V. National Research University “Higher School of Economics”(Moscow, Russian Federation)

Abstract

Background. One of the tasks of modern secondary education, in accordance with the Federal State Educational Standard on personal and meta-subject educational results, is to promote the harmonious socio-emotional development of students, to support their subjective well-being. Undoubtedly, the teacher makes a great contribution to social and emotional learning by regular interaction with students.

Objective. The purpose of this work was to conduct an intelligence study aimed at finding out which teacher’s skills are most important for the implementation of social-emotional learning in the beliefs of the participants of the educational process.

Study Participants. The study involved 26 respondents who were stratified into 3 groups according to their professional role: 6 students of pedagogical universities, 10 teachers of secondary and high schools, 10 representatives of school administration.

Methods. The semi-structured interviews were conducted with the questions based on the analysis of the teacher’s professional standard for secondary school (2022). The focus was on the teacher’s tasks corresponding to the teaching socio-emotional content to students.

Results. All groups of respondents expressed an opinion on the importance of the socio-emotional development of the teacher to maintain a favorable atmosphere in the classroom and effective communication in the school space. However, the answers received were closely related to the context of their current activities: educational, peda-gogical or managerial. Thus, students talked about building friendly communication with schoolchildren and showing empathy; teachers spoke about motivation and self-awareness; school leaders noted the need to develop self-knowledge and the desire for self-development in teachers.

Conclusions. In the course of this study, a comprehensive understanding of the level of socio-emotional skills of teachers was formed from the point of view of participants in the educational process. This approach seems to be particularly relevant, as in the curricula, there are no separate disciplines for pedagogical specialties aimed at developing socio-emotional skills in future teachers.