Socio-emotional skills, self-efficacy, and family support in future primary education teachers
DOI:
https://doi.org/10.59343/yuyay.v5i2.124Keywords:
Teacher competencies, awareness, family, primary school teacher trainingAbstract
The general objective of this research is to identify the level of development of socio-emotional competencies, perceived self-efficacy, and family support in initial teacher training students; specifically, it aims to analyze the relationship between the different dimensions that comprise socio-emotional competencies (awareness, regulation, and emotional autonomy) and perceived self-efficacy and the level of family support. Using a quantitative approach, with a non-experimental design and correlational scope, the survey technique was used, using a Google Forms questionnaire as an instrument, completed by 93 sixth-semester students of the bachelor's degree in Primary Education from a teacher training school in northwestern Mexico. Among the main findings, participants reported moderate levels of socio-emotional competencies (awareness and regulation) and self-efficacy, and a high level of family support. Similarly, high significant correlations were observed between emotional clarity and the importance of emotion recognition, fundamental aspects of emotional awareness. The self-efficacy variable is positively related to thought regulation and emotional clarity and negatively related to emotional disorganization. Finally, family support is found to be positively correlated with self-efficacy and awareness (regarding emotional importance and clarity). This concludes the importance of these findings for strengthening the well-being and comprehensive preparation of future teachers
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