Факултет педагошких наука

ФАКУЛТЕТ ПЕДАГОШКИХ НАУКА УНИВЕРЗИТЕТА У КРАГУЈЕВЦУ, ЈАГОДИНА Милана Мијалковића 14, 35000 Јагодина, Тел/Факс: +381 (0)35 8223-805, Тел: +381 (0)35 8222-262

SOCIAL, EMOTIONAL AND PEDAGOGICAL COMPETENCE OF A TEACHER AS A PREREQUISITE FOR THE PRO-SOCIAL BEHAVIOR OF A STUDENT


Download full text in PDF


Authors:

Jelena Ž. Maksimović
Sanja R. Sretić

DOI: 10.46793/pctja.19.490M
UDK: 316.622:371.12

Abstract:

Social, emotional and pedagogical competencies are an important segment in the pedagogical work of teachers and are crucial for the formation and cultivation of pro-social behaviour of pupils. The imperative of modern education is not only reflected in the possession of professional knowledge of teachers, but also in managing emotional and social relations in the classroom. The aim of this research relates to the importance of teachers’ social, emotional and pedagogical competencies for the pro-social behaviour of students. The sample and population were teachers of ten elementary schools on the territory of the City of Niš who were of different gender and length of work experience. The paper used a descriptive survey research method, scaling technique, and Likert type scale designed for research purposes. The results of the research show that there is a statistically significant difference in the possession of teachers’ social, emotional and pedagogical competencies in relation to gender, whereas such differences are not determined in relation to the length of the teacher’s working experience. The obtained results led us to the conclusion that higher levels of social, emotional, and pedagogical competencies of teachers are needed to develop and nurture the prosocial behaviour of students. According to the above, several pedagogical implications have been imposed: reform changes in the educational system as a whole, continuous professional support of educational authorities for teaching staff in the field of stimulating their interest in adopting and applying strategies and skills directed towards education of pro-socially oriented individuals, and the implementation of teachers’ programs which will include socio-emotional aspects of work in schools.

Keywords: competence, teacher, pro-social behaviour, student.

References:

Dorman, E. (2015). Building teachers’ social-emotional competence trough mindfulness practices. Curriculum and Teaching Dialogue, Volume 17, Numbers 1 & 2, 2015, 103–119.

Collie, J. R. (2017). Teachers’ Social and Emotional Competence: Links with Social and Emotional Learning and Positive Workplace Outcomes. Social and emotional learning in Australia and the Asia Pacific: Perspectives, Programs and Approaches, Singapore: Spring, 167‒184. https://doi.org/10.1007/978-981-10-3394-0_9

Forcina, L. C. (2012). Social Emotional Competence and Teacher Stress. Part of the Teacher Education and Professional Development Commons. Electronic Theses & Dissertations, 798.

Goleman, D. (2010). Emocionalna inteligencija. Beograd: Geopoetika Jennings, A. P. & Greenberg, T. M. (2009). The Pro-social Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes [Electronic version]. ProQuest Education Journals, No.1, 491‒525. https://doi.org/10.3102/0034654308325693

Joksimović, S. & Gašić-Pavišić, S. (2007). Podsticanje prosocijalne orjentacije mladih u porodici i školi. U Saradnja škole i porodice-pretpostavke, teškoće i mogućnosti (pp. 174‒188). Beograd: Institut za pedagoška istraživanja.

Jurčić, M. (2014). Kompetentnost nastavnika – pedagoške i didaktičke dimenzije. Pedagogijska istraživanja, 11 (1), 77‒93.

Nemet. B, M. & Velki, T. (2016). The Social, Emotional and Educational Competences of Teachers as Predictors of Various Aspects of the School Culture. Croatian Journal of Education, Vol. 18; No. 4/2016, University of Osijek: Faculty of Education, Josip Juraj Strossmayer, 1087‒1119. https://doi.org/10.15516/cje.v18i4.2006

Stojiljkovic, S. (1997). Osetljivost za druge i altruističko ponašanje. U Vaspitanje i altruizam (pp. 197‒209). Beograd: Institut za pedagoška istraživanja.

Suzić, N. (2007). Pedagogija za 21. vijek. Banja Luka: ТТ-Centar.

Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. Charter Shools and Achievement Gap, Vol. 27, No. 1, 137‒155. Princeton University: The Future of Children.

Ševkušić, S. (1994). Efekti kooperativnog učenja na prosocijalno ponašanje učenika. U Zbornik Instituta za pedagoška istraživanja, Br. 26 (pp. 149‒165). Beograd: Institut za pedagoška istraživanja.