Assessing the Psychosocial Competencies of Pre-service Teachers: A Mixed Method Study
DOI:
https://doi.org/10.53032/tvcr/2025.v7n1.29Keywords:
Psychosocial competencies, pre-service teachers, mixed methods, teacher education, systematic reviewAbstract
This mixed-method study investigates the psychosocial competencies of pre-service teachers, focusing on self-awareness, self-regulation, and social skills, and their impact on teaching practices. Utilizing a survey of 300 pre-service teachers with the Psychosocial Competency Scale, complemented by semi-structured interviews and focus groups with 30 participants, the research assesses competency levels, identifies areas for improvement, and explores their influence on teaching effectiveness. Findings reveal varied competency levels, with self-awareness generally strong but self-regulation and social skills requiring further development, particularly in managing stress and fostering student relationships. A significant correlation exists between these competencies and effective teaching practices, enhancing classroom management and student engagement. Qualitative insights highlight limited training in social-emotional learning as a barrier. The study underscores the need for teacher education programs to integrate psychosocial training to prepare educators for the profession’s emotional demands, offering implications for curriculum design and policy to enhance teacher preparation and student outcomes.
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Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155. https://www.jstor.org/stable/44219025
Smith, J., & Jones, L. (2018). Development and validation of the Psychosocial Competency Scale for educators. Journal of Teacher Education, 69(3), 245-260. https://doi.org/10.1177/0022487117740000
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