First step toward a comprehensive model of integrated socio-emotional guidance : investigating the effect of teachers' task perception and a supportive network at school
Faculty of Social Sciences. Instructional and Educational Sciences
The journal of educational research. - Madison, Wis.
, p. 95-111
University of Antwerp
With a shift in education from the transition of knowledge to the facilitation of the fullest development of each student, social and emotional guidance of students has moved from the margin to the mainstream of education. With limited resources and many competing demands, however, implementing this social and emotional guidance is not always that simple. The authors aim, therefore, was to investigate what facilitates teachers to integrate social and emotional guidance into their teaching by means of a survey study involving 3,336 Flemish secondary education teachers. Several important factors including teachers task perception, professionalization, teacher communication, clear structures and procedures and principal support were identified; making a first step toward the development of a comprehensive model on integrated social and emotional guidance.