Social-emotional competence is one of the abilities required by teachers to prepare students who are socially and emotionally competent to face various challenges in the 21st century. Teachers are required to provide learning that is able to develop students' skills as a whole, namely providing students with material from core subjects and providing learning about interpersonal and non-academic skills. In developing social-emotional competence in teachers, teachers' perceptions of the school climate and the level of teacher self-efficacy become factors that support this. This study aims to find the mediating effect of teacher self-efficacy on the relationship between perceptions of the school climate and the social-emotional competence of teachers. The participants in this study were 493 elementary school teachers in Indonesia. This research is quantitative in nature, using the Social Emotional Competencies-Teacher Rating Scale (SECTRS) to measure teachers' social-emotional competence, the Revised-School Level Environmental Questionnaire (R-SLEQ) to measure perceptions of the school climate, and the Teachers’ Sense of Efficacy Scale in the Indonesian language (I-TSES) to measure teacher self-efficacy. It was found that there is partial mediation for the variable of teacher self-efficacy in the relationship between perceptions of the school climate and teachers' social-emotional competence in the dimensions of teacher-student relationships and emotion regulation. These findings demonstrate that teachers who perceive the school climate positively will have high self-efficacy, which has an impact on increasing the ability to build positive interactions with students in the classroom, the ability to manage emotions in various situations, and increasing teacher sensitivity and awareness.

Authors:
Eva Septiana, Universitas Indonesia, Indonesia
Andini Hasby, Universitas Indonesia, Indonesia

About the Presenter(s)
Dr Eva Septiana is a University Assistant Professor/Lecturer at University of Indonesia in Indonesia

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