Publication
Title
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
Author
Abstract
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 socio-emotional 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.
Language
English
Source (journal)
European journal of psychology of education. - Lisboa
Publication
Lisboa : 2013
ISSN
0256-2928
Volume/pages
28:4(2013), p. 1567-1586
ISI
000327076200025
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 27.02.2013
Last edited 04.10.2017
To cite this reference