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The study investigated how teachers' perceptions of emotional intelligence (EI), social and emotional learning (SEL) skills, and teaching efficacy relate to perceptions of teacher-student relationships and students' emotional and behavioral difficulties. Ninety-eight elementary teachers from public schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Teachers' Sense of Efficacy Scale (TSES), the Student-Teacher Relationships Scale--Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ) for 617 of their students, aged 6-11 years old. Structural equation modeling was used to examine an exploratory model of the variables. It was demonstrated that teachers' perceptions of EI, SEL, and teaching efficacy were significantly related to teacher-student relationships, but they were not related to students' emotional and behavioral difficulties. Rather, teachers' perceptions of teacher-student relationships were significantly related to these difficulties. These findings, and their implications for research and practice, are discussed.
The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student-Teacher Relationships Scale-Short Form for 238 students aged 5-6 years old. 170 students were interviewed using the Young Children's Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers' perceptions of SEL in positive teacher-student relationships. However, there was no agreement between teachers and students regarding teacher-student relationships. These findings and their implications for research and practice are discussed.
This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement between them. Ninety-eight elementary teachers from state schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Student-Teacher Relationships Scale - Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ, teacher version) for 617 students, aged between 6 and 11 years. Three hundred and eight 11 year old students completed the Strengths and Difficulties Questionnaire (SDQ, student version). Regression analysis revealed that teachers? perceptions of EI and SEL skills were not related to students? emotional and behavioral difficulties, while teacher-student conflictual relationships were mainly linked to these difficulties. This finding was common both to teachers and students? perceptions. We found low agreement between teachers and students? perceptions of these difficulties. We discuss these findings and their implications for research and practice.