Social and emotional competence and teachers’ self efficacy in Spain
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This study aimed to explore the relationships between social and emotional competence and teachers' self-efficacy in the Spanish educational context, as understanding these dynamics is essential for enhancing teachers’ ability oversee classrooms effectively, foster favorable student outcomes and advance overall wellbeing in educational environments. The quantitative approach and descriptive correlational study were used to conduct the investigation. The data was gathered from 212 primary school teachers who were selected using a non-probabilistic sampling method in Cordoba. Participants completed three questionnaires- emotional intelligence questionnaire, which assess emotional competence; interpersonal competence questionnaire, which evaluates social competence; and self-efficacy questionnaire, which measures teachers’ beliefs in their ability to successfully manage teaching tasks. Descriptive analysis was employed to summarize the characteristics of the variables, while correlation analysis explored the relationships between them. According to the results of these analyses social and emotional competence and dimensions of teachers’ self-efficacy were positively correlated with each other according to Pearson correlation. Additionally, t-tests were used to discover possible differences in these variables based on democratic characteristics like gender and teaching experience. Considering gender, it was determined that there were not any differences in most variables. Additionally, there was not a significant association between teachers' experience and any of the self-efficacy subscales.
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