Integrated social and emotional guidance: What do secondary education teachers think?: Research into teachers' task perception and guidance provision, and the affect of a supportive network at school

  • Jacobs K
  • Struyf E
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With a shift in education from the transition of knowledge to the facilitation of the fullest development of every student, social and emotional guidance of students has moved from the margin to the mainstream of education and has become an integrated part of the curriculum. This study examines the perceptions of teachers on this integrated socioemotional guidance, since they are supposed to play a key role. Teachers’ task perception, guiding competence, and the influence of a supportive network at school were investigated by means of a large-scale survey study of 3,336 Flemish secondary education teachers, using descriptive statistics and multiple regression analyses. The results are promising, showing that teachers consider socio-emotional guidance of students as part of their responsibility. Not all teachers, however, are also able to effectively tackle socio-emotional issues and to guide students in their social and emotional development. Professionalization, a collaborative climate, and a clear and shared vision at school are therefore needed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)(journal abstract)

Author-supplied keywords

  • Caring
  • Emotional development
  • Social development
  • Teacher attitudes
  • Teacher guidance
  • Teacher-student relationships

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  • Karen Jacobs

  • Elke Struyf

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