How are students affected by teachers’ social and emotional competence and well-being?
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In this 2009 article Jennings and Greenberg argue that teacher’s social and emotional competence and well-being play a key role in the development and sustainability of positive teacher–student relationships, the successful implementation of SEL programs, and effective classroom management by creating a positive, nurturing classroom climate that promotes learning, and the development of a range of positive student outcomes. The article addresses issues of teacher burnout, and reviews specific interventions that support the development teacher social-emotional competencies, with a focus on mindfulness programs.
Jennings, P.A. & Greenberg, M.T. (2009) The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes , Review of Educational Research, Spring, 79(1), pp. 491–525 DOI: 10.3102/0034654308325693
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