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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

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  • Karen Jacobs
  • Elke Struyf

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.

Suggested Citation

  • Karen Jacobs & Elke Struyf, 2015. "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," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(2), pages 95-111, February.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:95-111
    DOI: 10.1080/00220671.2013.839542
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    Cited by:

    1. Scott Baumgartner & Aly Frei & Diane Paulsell & Mindy Herman-Stahl & Rebecca Dunn & Chelsea Yamamoto, "undated". "Self-Regulation Training Approaches and Resources to Improve Staff Capacity for Implementing Healthy Marriage Programs for Youth: Final Report," Mathematica Policy Research Reports b280959fff854e16a71c3a288, Mathematica Policy Research.
    2. Recepali Mafratoğlu & Fahriye Altinay & Ahmet Koç & Gokmen Dagli & Zehra Altinay, 2023. "Developing a School Improvement Scale to Transform Education into being Sustainable and Quality Driven," SAGE Open, , vol. 13(1), pages 21582440231, February.

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