DEVELOPMENT OF SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN STUDENTS: THE ROLE OF THE TEACHINGPROCESS AND SCHOOL ENVIRONMENT

Filipovska, Sofija (2025) DEVELOPMENT OF SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN STUDENTS: THE ROLE OF THE TEACHINGPROCESS AND SCHOOL ENVIRONMENT. Teacher, 29. ISSN 1857-8888

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Abstract

Social competence and emotional regulation are essential skills for students’ academic success, personal development, and overall well-being (Denham et al., 2015; Gross, 2013). This study examines the role of the teaching process and school environment in fostering these competencies, with a particular focus on Social and Emotional Learning (SEL) practices (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020). Grounded in the theoretical frameworks of social competence, emotional regulation, and SEL, this research explores the effectiveness of teaching strategiesand school practices in supporting students' socio-emotional growth.Utilizing a mixed-methods approach, data were collected from surveys, interviews, and classroom observations involving students, teachers, and school leaders across primary and secondaryeducation levels (Cohen et al., 2018). Quantitative analysis assessed the correlation between SEL practices and student outcomes, while qualitative analysis identified themes related to effective teaching methods and school culture (Patton, 2015).The findings indicate that collaborative activities, empathy-driven instruction, and project-based learning significantly enhance students’ social and emotional skills. A positive school climate, characterized by supportive relationships and inclusive practices, emerged as a critical factor in promoting emotional regulation and social competence. Moreover, SEL programs contributed to improved conflict resolution, stress management, and interpersonal communication among students (Zins et al., 2004).This study highlights the importance of integrating SEL practices into curricula and underscores the need for teacher training and community involvement. These findings hold implications for policymakers, educators, and researchers aiming to enhance student development through innovative educational practices

Item Type:	Article
Subjects:	Scientific Fields (Frascati) > Social Sciences > Educational sciences Scientific Fields (Frascati) > Social Sciences > Psychology Scientific Fields (Frascati) > Social Sciences > Sociology
Divisions:	Faculty of Education
Depositing User:	Josif Petrovski
Date Deposited:	05 Jun 2025 07:49
Last Modified:	05 Jun 2025 07:49
URI:	https://eprints.uklo.edu.mk/id/eprint/10967

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