Relational perplexities of today’s teachers: social-emotional competence perspective
Körkkö, Minna; Lutovac, Sonja (2024-01-10)
Routledge
10.01.2024
Körkkö, M., & Lutovac, S. (2024). Relational perplexities of today’s teachers: social-emotional competence perspective. Teaching Education, 35(4), 370–386. https://doi.org/10.1080/10476210.2023.2298194.
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202401171295
https://urn.fi/URN:NBN:fi:oulu-202401171295
Tiivistelmä
Abstract
A major part of the perplexing instances in teachers’ work seem to deal with relationships. However, little is known about the role of social and emotional competence (SEC) in teachers’ relationships. This study examined perplexing relational situations through Finnish primary teachers’ stories, the strategies that teachers used to manage the perplexities they faced, and whether those strategies reflected aspects of teacher SEC. Narrative categorical analysis resulted in colleagues- and other stakeholders-related, students-related, and parents-related perplexities. Teachers managed perplexing situations by using and developing their SEC. The results indicate that teachers would need more tools to develop their SEC, especially their ability to recognise and regulate their emotions to manage stressful situations.
A major part of the perplexing instances in teachers’ work seem to deal with relationships. However, little is known about the role of social and emotional competence (SEC) in teachers’ relationships. This study examined perplexing relational situations through Finnish primary teachers’ stories, the strategies that teachers used to manage the perplexities they faced, and whether those strategies reflected aspects of teacher SEC. Narrative categorical analysis resulted in colleagues- and other stakeholders-related, students-related, and parents-related perplexities. Teachers managed perplexing situations by using and developing their SEC. The results indicate that teachers would need more tools to develop their SEC, especially their ability to recognise and regulate their emotions to manage stressful situations.
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