Longitudinal association between teachers’ social, emotional, and moral competencies and their teaching of social, emotional, and moral competencies: The mediating role of perceived importance and teaching planning

Abstract

This longitudinal study examined the association between teachers’ Social, Emotional, and Moral Competencies (SEMC) and their teaching of SEMC, considering the mediating effect of perception of the importance of promoting SEMC and planning of the teaching of SEMC. The sample included 731 teachers at Wave 1 and 1131 teachers at Wave 2, with 370 teachers participating in both waves. Results showed that teachers’ SEMC positively predicted their teaching of SEMC, mediated by perception of the importance of promoting SEMC and planning of the teaching of SEMC. Findings suggest the need to develop specific teacher training to promote these competencies among students.