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The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
Patricia A. Jennings*
and
Mark T. Greenberg
* To whom correspondence should be addressed. E-mail: tish{at}metadevelopment.org.
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Abstract |
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The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
First published on December 29, 2008, doi:10.3102/0034654308325693
Review of Educational Research 2009;79:491.
A more recent version of this article appeared on March 1, 2009
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