Nghiên cứu đề xuất khung năng lực cảm xúc - xã hội của giáo viên phổ thông trong bối cảnh xây dựng trường học hạnh phúc

Tóm tắt

In response to the pressing need to develop social-emotional competencies among general education teachers in the context of building happy schools, this paper focuses on investigating: (1) The concept of “social-emotional competence” and the social-emotional competence of general education teachers; (2) The relationship between the development of teachers’ socialemotional competence and the criteria for building happy schools. On this basis, the paper identifies the manifestations and levels of development of each component of social-emotional competence among general education teachers within the context of building happy schools. The findings of the study contribute to enriching the professional competency framework for teachers, thereby providing a foundation for policy formulation in teacher training, professional development, and workforce management in the new context. In addition, the results offer scientific evidence for local authorities and schools in developing happy schools with a focus on the “human” dimension. The study also provides teacher education institutions with orientations for integrating social-emotional competence into pre-service and in-service training programs, and supports teachers in self-assessing and planning their own social-emotional competence development to better adapt to the context of building happy schools.