Citation
Jennings, Patricia A. & Greenberg, Mark T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research. vol. 79 (1) pp. 491-525Abstract
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.URL
http://dx.doi.org/10.3102%2F0034654308325693Reference Type
Journal ArticleJournal Title
Review of Educational ResearchAuthor(s)
Jennings, Patricia A.Greenberg, Mark T.