Social and Emotional Competences of the Teacher of Childhood Education and its Relationship with Classroom Management

Abstract

This study explores the correlations between the self-perceived socio-emotional competences of teachers of second-cycle Preprimary Education with their ability to manage the social and emotional climate of their classroom through systematic observation of CLASS-Pre-K. A sample of six classrooms of the second cycle of the preprimary education stage from the Western Territorial Area of the Community of Madrid (Spain) was used, with a total of 1,493 students and their 68 respective teachers. The results show how teachers' self-perception in emotional intelligence is directly related to a positive classroom climate. Likewise, it is observed that the classroom climate is significantly more positive in private and chartered centers than in public ones, and that it is signifi cantly more positive in classrooms with fewer students.