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The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
Review of Educational Research
Short Title: Review of Educational Research
Format: Journal Article
Publication Year: 2009
Pages: 491 - 525
Sources ID: 62821
Notes: Accession Number: EJ879159; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; Language: English; Education Level: Elementary Secondary Education; Reference Count: 183; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2010
Visibility: Public (group default)
Abstract: (Show)
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.)