Social-emotional competence is a set of knowledge, skills, and beliefs related to self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Developing teachers’ social-emotional competence is essential as it helps them cope with stress, improves job satisfaction, and enhances their perceived well-being in the school environment.
The aim of this study was to use an experiment to evaluate the potential impact of two training courses—Gordon Teachers’ School and the Minutes of Stillness Teacher Course—on Estonian teachers’ social-emotional competence. The study also examined the accuracy of application of these courses and identified the factors that either promote or hinder the development and use of this competence. Additionally, a tool specifically designed for measuring Estonian teachers’ social-emotional competence was developed and tested during the study to systematically and reliably assess the impact of the trainings on teachers.
In the experimental study, the target group was divided into three: six groups attended Gordon Teachers’ School training, six groups participated in the Minutes of Stillness Teacher Course, and one group was designated as the control group. All groups completed pre- and post-questionnaires. The sample consisted of 207 teachers, 23 of whom were individually interviewed. Additionally, all seven trainers and two training providers were interviewed. To investigate the accuracy of application, trainers also kept a training diary. During the study, the Õp-SEP questionnaire was developed, which was based on the EASEL framework.
The study found that both training programs were practical and experiential, focusing on the development of communication skills and self-management. Most participants were very satisfied with the training and would recommend it to their colleagues; expectations were met and even exceeded. Participants were most satisfied with the trainers and the practical focus of the training. There were no statistically significant differences in satisfaction or the likelihood of recommending the training to others between the two training groups.
The main factors supporting the application of what was learned include practical exercises, training materials, trainer support, support from colleagues and management, and the sharing of experiences with fellow participants. Barriers to implementation include lack of time, heavy workloads, ingrained habits, stressful situations, opposition from colleagues and management, and the inability to apply the skills with certain target groups.
The results showed that both training programs significantly contributed to the development of teachers’ social-emotional competence, particularly in the cognitive and social dimensions. However, the study did not confirm significant progress in the emotional dimension (primarily affective empathy as measured by the questionnaire), likely due to methodological reasons. Additionally, the trainings positively influenced teachers’ relationships, job satisfaction, and ability to cope with stress. Teachers who participated in the trainings felt more confident and capable of managing their emotions and improving the classroom environment. Many teachers also regained confidence in their abilities and desire to continue working in the profession.
The study report provides recommendations to various stakeholders for improving Estonian teachers’ social-emotional competence. It is suggested that teachers in Estonia be offered free or affordable access to the Gordon Teachers’ School and Minutes of Stillness Teacher Course. School management is encouraged to increase awareness of social-emotional competence and create an organizational culture that supports teaching and applying it. Recommendations were also made to training providers to further improve the effectiveness of the programs. Additionally, suggestions were formulated for the further development of the tool for measuring competence. Based on feedback from teachers who completed the trainings, recommendations were also compiled for teachers on how to apply the different dimensions of social-emotional competence in their daily schoolwork.