Abstract:

In recent years, increasing attention has been given to the role of social and emotional competencies (SEC) in the educational process (Conroy et al., 2015; Müller et al., 2020; Lozano-Peña et al., 2021). The teaching profession is widely recognized as one of the most emotionally demanding occupations, which may significantly affect teachers’ mental health and overall well-being (Schonert-Reichl, 2017; Weissberg et al., 2015). Research indicates a negative correlation between teachers’ stress levels and students’ academic achievement (Carroll et al., 2021; Doan et al., 2023; Fitzgerald et al., 2022; Granziera et al., 2023; Leung & Cheung, 2024; McCallum & Price, 2014; Viac & Fraser, 2020). Consequently, supporting teachers’ well-being is essential for ensuring the quality of education. Moreover, chronic stress and burnout may lead to psychosomatic health problems such as headaches, digestive disorders, and skin conditions (Jukić & Ham, 2023). Studies also show that teachers’ emotional exhaustion and negative emotions may spread through interpersonal interactions among colleagues, meaning that one teacher’s burnout can negatively influence the well-being of others (Granziera et al., 2023). Scholars emphasize that teachers’ social and emotional competencies function as protective factors in stressful situations and contribute to teachers’ well-being and self-efficacy in the classroom (Conroy et al., 2015). Teachers are also considered the driving force behind the implementation of social and emotional learning (SEL) programs in schools, and their own social-emotional competence and well-being significantly influence students’ development (Schonert-Reichl, 2017). Warm teacher–student relationships foster deeper learning and promote students’ social and emotional growth. Therefore, without a clear understanding of teachers’ social and emotional well-being, it is difficult to effectively promote students’ social and emotional competencies in educational settings (Schonert-Reichl, 2017).

Based on these considerations, the research problem addressed in this study is how teachers’ social and emotional competencies can be developed while simultaneously promoting their professional well-being. The study is grounded in the theoretical framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which identifies five core components of social and emotional competence: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2005). Teacher well-being in this study is conceptualized as an individual state related to professional activity that encompasses several dimensions, including cognitive, subjective, social, physical, and psychological aspects (Viac & Fraser, 2020).

The research employed the following methods: scientific literature analysis, document analysis, semi-structured interviews, and qualitative content analysis using MAXQDA Analytics Pro 24. The findings reveal that the development of teachers’ social and emotional competencies is essential for strengthening their professional well-being. Analysis of the professional context highlights several directions that can sustainably enhance teachers’ emotional resilience, interpersonal skills, and ethical professional attitudes.

Keywords:

Social - emotional competencies, teacher, professional development, teacher well-being.