The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

Autor/inn/en	Jennings, Patricia A.; Greenberg, Mark T.
Titel	The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
Quelle	In: Review of Educational Research, 79 (2009) 1, S.491-525 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308325693
Schlagwörter	Classroom Environment; Teacher Student Relationship; Prosocial Behavior; Emotional Intelligence; Interpersonal Competence; Social Development; Emotional Development; Teacher Characteristics; Well Being; Classroom Techniques; Program Implementation; Teacher Effectiveness; Coping; Intervention; Teacher Burnout + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionale Intelligenz; Interpersonale Kompetenz; Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bewältigung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10