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 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
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Lisboa ,
Subject
Psychology
Educational sciences
Source (journal)
European journal of psychology of education. - Lisboa
Volume/pages
28(2013) :4 , p. 1567-1586
ISSN
0256-2928
ISI
000327076200025
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
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