Contribution of Teachers’ Social-emotional Competency on their Quality of Work-life

Description

Page: 272-276

Tamanna Saini and Seema Sharma (Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab)

Teachers are the influencers for social-emotional development in schools and classrooms therefore their social-emotional development is also necessary for the same. Teachers’ social-emotional competency and well-being strongly transform the learning context and stimulate social-emotional skills in schools and classrooms (Stephanie et al., 2013). To assess and explore the contribution of teachers’ social-emotional competency towards quality of work life among secondary school teachers, research was conducted on 300 secondary school teachers. Social-emotional competency was assessed by using the Teachers’ Social-Emotional Competency Scale developed by Nonglait and Myrthong (2020). Quality of work-life was assessed by using the Quality of Work-Life Scale developed by Dhar et al. (2008). Results indicated that teachers’ social-emotional competency positively and significantly contributes towards the quality of work life of secondary school teachers. Significant differences were found in the various dimensions of social-emotional competency and quality of work-life based on their locale.