The Influence Of Teachers’ Social-Emotional Competency On Students’ Social-Emotional Competency:The Mediating Role Of Classroom Management Self-Efficacy

Teachers ’ Social-Emotional Competency is not only the key ability to promote students’ emotional development,but also the essential quality of teachers’ personal growth and professional development.It has been found that the development of students’ social affective competence is not only influenced by their own background factors such as age,but also directly or indirectly influenced by teachers’ social-emotional competency.However,the theoretical construction and empirical research on the localization of teachers’ social affective competence still need to be deepened,especially the specific path of teachers’ social-emotional competency affecting students’ development.In practice,teachers’ social-emotional competency also has some outstanding problems,such as insufficient attention,insufficient training and so on.Based on the research results of“Pro-social classroom” model in the field of social affective learning,it is found that“Effective classroom management”is one of the important paths for teachers’ social affective ability to affect students’ affective development.On this basis,this study,based on the perspective of teachers,chooses classroom management self-efficacy as an important index to measure this path,and takes it as an intermediary variable,to explore the mechanism of teachers’ social-emotional competency on students’ social-emotional competency,and to verify the mediating effect of classroom management self-efficacy,to establish the relationship among teachers’ social-emotional competency,classroom management self-efficacy and students’ social-emotional competency.First of all,based on the“Pro-social classroom” model,this study constructs a theoretical framework that teachers’ social-emotional competency affects classroom management self-efficacy and promotes students’ social-emotional competency.Based on these findings,this study will further develop the hypothesis that 404 compulsory education teachers from Henan,Shanghai and other regions will be surveyed by using the domestic maturity scale,SPSS.26 software was used to process and analyze the collected data.In addition,some teachers and students were interviewed to find out their views and suggestions on social affective competence and classroom management.The interview can also be used to supplement and explain the results of the questionnaire.After a series of analyses,such as descriptive statistics,difference and multiple regression,it is found that:(1)Teachers have a high sense of collective identity,but their ability to deal with interpersonal relationships is insufficient;students can deal with the relationship between the collective and the individual well;Self-cognitive ability needs to be improved,and teachers are confident in their ability to carry out effective classroom management.(2)There are significant differences in gender,school-running nature,age,teaching years,time as a teacher in charge of a class,professional title.However,there were no significant differences in terms of academic stage,educational level and teaching subject.(3)On the premise of excluding the influence of demographic variables such as teacher’s age,teaching years,professional titles,time as a class teacher,etc.,teachers’ social affective ability,self-management and collective management can significantly predict students’ social affective ability in six dimensions: self-cognition,self-management,others’ cognition,others’ management,collective cognition and collective management(4)By controlling the same demographic variables,the four dimensions of teachers’ social affective competence and their self-management,others’ cognition,others’ management and collective management can significantly predict teachers’ classroom management self-efficacy;(5)Control for the same demographic variables,teachers’ classroom management self-efficacy can significantly predict students’ social-emotional competency in six dimensions:self-cognition,self-management,others’ cognition,others’ management,collective cognition and collective management.(6)The self-efficacy of classroom management plays a part of mediating effect between teachers’ social-emotional competency and students’ social-emotional competency,with the indirect effect accounting for 22.4%.Based on the above research conclusions,the following three can enhance teachers’ social-emotional competency,promote students’ social emotional development of targeted countermeasures and suggestions.First,make up the short board of Teacher’s interpersonal communication and improve the teacher’s social emotional competency.From teachers themselves and schools to improve the interpersonal relationship of teachers,from the government to the individual work together to promote the localization of research and training to enhance the social emotional ability of teachers.Second,make use of the advantages of teachers’ collective management,consolidate and enhance teachers’ sense of classroom management self-efficacy.Making use of the existing collective organizations inside and outside the school and building a new teachers’ community organization to provide organizational guarantee for teachers’ emotional learning,evaluation,training and communication,and teachers should also take positive actions,consolidate and enhance their confidence and ability to carry out effective classroom management.Third,explore the potential of teachers’ self-management,and effectively promote students’ self-cognitive ability.Using mindfulness intervention to maintain and improve teachers’ ability of emotion regulation,fully tap the influence of teachers,and promote the effectiveness of students’ self-cognitive ability and the development of the whole social emotion ability.