A First Step toward a Comprehensive Model of Integrated Socio-Emotional Guidance: Investigating the Effect of Teachers' Task Perception and a Supportive Network at School

Autor/inn/en	Jacobs, Karen; Struyf, Elke
Titel	A First Step toward a Comprehensive Model of Integrated Socio-Emotional Guidance: Investigating the Effect of Teachers' Task Perception and a Supportive Network at School
Quelle	In: Journal of Educational Research, 108 (2015) 2, S.95-111 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.839542
Schlagwörter	Foreign Countries; Social Development; Emotional Development; Guidance; Integrated Curriculum; Teacher Attitudes; Secondary School Teachers; Educational Environment; Caring; Teacher Student Relationship; Teacher Surveys; Questionnaires; Professional Development; Principals; Social Support Groups; Structural Equation Models; Correlation; Holistic Approach; Social Networks; Belgium + Suchen Sie Ihr Suchwort? Ausland; Soziale Entwicklung; Gefühlsbildung; Beratung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Principal; Schulleiter; Social support; Soziale Unterstützung; Korrelation; Holistischer Ansatz; Social network; Soziales Netzwerk; Belgien
Abstract	With a shift in education from the transition of knowledge to the facilitation of the fullest development of each student, social and emotional guidance of students has moved from the margin to the mainstream of education. With limited resources and many competing demands, however, implementing this social and emotional guidance is not always that simple. The authors' aim, therefore, was to investigate what facilitates teachers to integrate social and emotional guidance into their teaching by means of a survey study involving 3,336 Flemish secondary education teachers. Several important factors including teachers' task perception, professionalization, teacher communication, clear structures and procedures and principal support were identified; making a first step toward the development of a comprehensive model on integrated social and emotional guidance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01