Empowering Educators: How Social-Emotional Management Can Transform Teaching

 Title: Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers

Link: https://www.proquest.com/docview/2998846788/ECB7173567B5470DPQ/20

Author: María del Carmen Díez González; Marcos-Sánchez, Rafael; Zaragoza-Benzal, Alicia; Ferrández, Daniel

Article: Education Sciences; Basel Vol. 14, Iss. 3: 228

Year: 2024

Analyze and present by: Punnarat Chinnapha

Student ID: 244511003

 

Introduction

The role of emotions in education has long been underestimated, yet it is one of the most crucial aspects of effective teaching. The COVID-19 pandemic shed light on this issue, forcing educators to navigate an emotionally complex landscape marked by fear, stress, and uncertainty. Teachers were not only responsible for delivering academic content but also for managing their own emotional well-being and that of their students. This shift made social-emotional training an urgent priority in education.

A recent study by Díez González et al. (2024) explores the significance of social-emotional management in education and introduces the EmocionaTFamilia program – a structured training initiative designed to equip teachers with the tools to regulate their emotions, enhance resilience, and manage the fear and stress that arose in the wake of the pandemic. The study evaluates the effectiveness of this program in reducing COVID-19-related fear and improving teachers' social-emotional competencies, offering valuable insights for schools worldwide.

 

The Emotional Landscape of Teaching

Teaching has always been an emotionally demanding profession. Educators juggle multiple responsibilities—curriculum delivery, classroom management, student engagement—while also dealing with their own professional and personal challenges. The pandemic exacerbated these pressures, blurring the lines between work and home life. Many teachers found themselves overwhelmed with stress, fearing both the health risks of returning to in-person teaching and the long-term emotional impact on their students.

Research shows that teachers who lack emotional awareness and regulation skills are more prone to burnout, lower job satisfaction, and diminished effectiveness in the classroom. This reality underscores the necessity of programs like EmocionaTFamilia, which provide educators with structured training to identify, process, and manage emotions in a way that benefits both themselves and their students.

 

Fear in Education: The Lingering Impact of COVID-19

One of the most significant findings of the study was the prevalence of fear among teachers. The uncertainty surrounding the return to in-person education heightened anxiety levels, with many teachers expressing concerns about contagion risks, job insecurity, and emotional exhaustion. The study found that fear was not just an individual experience but a collective challenge within schools, making it essential to address through targeted interventions.

The EmocionaTFamilia program aimed to tackle this issue by helping teachers develop greater emotional clarity and self-regulation skills. To measure the program’s impact, researchers conducted pre-test and post-test evaluations using standardized psychological scales, assessing both social-emotional competencies and COVID-19 fear levels before and after the training.

 

Methodology and Validity of the Study

To ensure a scientific and comprehensive evaluation, the study utilized a pre-test and post-test design with a mixed-methods approach, incorporating both quantitative and qualitative analyses.

Study Design and Participants

• Participants: 21 teachers from a school in Madrid, Colombia, aged 22 to 54 years with 1 to 20 years of teaching experience.
• Data Collection: Pre-test and post-test assessments were conducted before and after the training program to evaluate changes in emotional regulation and fear management.

Instruments Used for Data Collection

The researchers used two validated psychological scales to assess emotional competencies and fear levels:

1. TMMS-24 (Trait Meta-Mood Scale) – Measures three aspects of emotional intelligence:
• Emotional Attention (awareness of one's emotions).
• Emotional Clarity (understanding one's emotions).
• Emotional Repair (ability to regulate emotions).
• Reliability: Cronbach’s alpha values ranged from 0.81 to 0.84, ensuring strong internal validity.
2. COVID-19 Fear Scale – Assesses anxiety and stress levels related to the pandemic.
• Reliability: Cronbach’s alpha 0.82, confirming consistency and accuracy in measuring emotional distress.

Data Analysis Techniques

• SPSS v.25 – Used for statistical analysis, including paired samples t-tests and Wilcoxon tests to compare pre- and post-test scores.
• MAXQDA 2020 – Used for qualitative analysis, coding teachers' reflections to identify themes in their emotional experiences.

Ensuring Validity and Statistical Reliability

The study incorporated several validation techniques:

• Shapiro-Wilk Normality Test – Ensured that data met the necessary conditions for statistical analysis.
• Paired Samples t-Test – Used to determine whether the differences in pre- and post-test scores were statistically significant.
• Triangulation – Combined quantitative survey data with qualitative feedback to provide a comprehensive and credible analysis of the program's impact.

 

Results: How the Program Transformed Emotional Management

The results revealed significant improvements in teachers’ social-emotional skills and a substantial decrease in COVID-19 fear levels after participating in the EmocionaTFamilia program.

 

Factor	Pre-Test Mean	Post-Test Mean	Improvement
Emotional Attention	25.81	30.33	+4.52
Emotional Clarity	27.81	29.52	+1.71
Emotional Repair	30.29	30.95	+0.66
Total TMMS-24 Score	83.90	90.81	+6.91
Fear of COVID-19	24.00	14.95	-9.05

 

The greatest improvement was observed in emotional attention, indicating that teachers became more aware of their emotions and learned how to manage them effectively. The dramatic decrease in COVID-19 fear levels demonstrated the program’s success in helping teachers regain confidence and reduce anxiety related to pandemic uncertainties.

The Role of Gratitude in Emotional Regulation

A unique aspect of the EmocionaTFamilia program was its emphasis on gratitude as a tool for emotional regulation. Teachers participated in a “gratitude jar” exercise, in which they wrote daily reflections on moments of gratitude.

Many participants reported that this activity helped shift their focus from fear and anxiety to positive emotions. Psychological research supports this finding, as gratitude has been shown to enhance emotional resilience, improve stress management, and foster a more positive outlook on life.

 

Why Social-Emotional Training Should Be a Priority in Schools

The success of the EmocionaTFamilia program highlights the critical need for social-emotional training in teacher education. Schools often prioritize academic skills while neglecting the emotional well-being of educators, yet emotional intelligence is just as crucial for effective teaching and student engagement.

Educational institutions should integrate social-emotional development programs into professional training, ensuring that teachers receive continuous support in managing stress and building emotional resilience. Strategies such as peer support groups, mindfulness workshops, and emotional coaching could further reinforce teachers' ability to maintain emotional stability in the classroom.

 

Strengths and Limitations of the Study

The study’s mixed-methods approach is a major strength, as it combines quantitative surveys with qualitative insights, offering a well-rounded perspective on teacher emotional growth. Additionally, the validated psychological instruments (TMMS-24 and COVID-19 Fear Scale) ensure high reliability in measuring emotional competencies and fear reduction.

However, the study also has limitations. The sample size of 21 participants is relatively small, limiting the generalizability of the results. Furthermore, while the program showed short-term effectiveness, long-term studies are needed to determine whether these benefits persist over time.

Final Thoughts: A Call for Change

The study by Díez González et al. (2024) provides compelling evidence that social-emotional training is essential for educators. The data is clear: when teachers receive structured support to manage their emotions and fears, they are better equipped to create positive learning environments for their students.

If education is to truly prepare young minds for the future, we must first empower educators with the emotional tools they need to succeed. Schools and policymakers must recognize that investing in teacher well-being is an investment in the future of education itself. By prioritizing emotional intelligence alongside academic excellence, we can build a resilient, compassionate, and effective education system—one where both teachers and students thrive.

Enhancing Teacher Training: A Kirkpatrick Model-Based Evaluation System at Zhejiang Open University Research

 Title: Research and Practice of Training Effect Evaluation System Based on Kirkpatrick Model—Taking Teacher Training System of Zhejiang Open University as an Example

Link: https://www.scirp.org/journal/paperinformation?paperid=109635

Author: Juan Du

Article: Chinese Study, vol. 10, no. 2

Institution: Teaching Center, Zhejiang Open University

Year: 2021

Analyze and present by: Punnarat Chinnapha, Ph.D.

Student ID: 244511003

 

Introduction

In today’s knowledge-driven world, teacher training plays a vital role in the professional development of educators, particularly in adult and distance education institutions. The effectiveness of training programs, however, remains a significant concern. How can we measure the real impact of training on teachers’ skills and performance? Zhejiang Open University (ZJOU) addresses this challenge through a systematic evaluation of training programs using the Kirkpatrick Model. This framework enables an in-depth analysis of training effectiveness, providing a roadmap for improving teacher professional development.

Background of the Study

Zhejiang Open University, formerly known as Zhejiang Radio and Television University, has implemented a large-scale teacher training initiative to enhance the quality of distance education. From 2018 to 2020, ZJOU organized 40 training sessions and 18 teaching competitions, involving over 4,076 teachers and totaling 24,934 class hours. Despite these efforts, concerns about the effectiveness of training remained. Common issues included:

• Lack of comprehensive post-training evaluations.
• Limited follow-up on whether teachers applied training concepts in their classrooms.
• Absence of a standardized evaluation framework.

To address these gaps, ZJOU adopted Kirkpatrick’s Four-Level Evaluation Model, which offers a structured method to assess training outcomes.

The Kirkpatrick Model and Its Application

The Kirkpatrick Model, first introduced in 1959, remains one of the most widely used training evaluation frameworks. It consists of four hierarchical levels:

1. Reaction: Measures teachers' immediate feedback and satisfaction with the training.
2. Learning: Assesses the extent of knowledge or skills acquired during training.
3. Behavior: Examines whether teachers apply the acquired knowledge in their work.
4. Results: Evaluates the overall impact of training on teaching performance and student outcomes.

ZJOU implemented this model by categorizing training content into four major areas: conceptual understanding, technical skills, pedagogical methods, and management skills. The evaluation process involved qualitative and quantitative analysis, using surveys, observations, and performance assessments.

Findings and Key Insights

Through the evaluation process, the following key insights emerged:

1. Positive Reaction, but Gaps in Practical Application
• Most teachers responded positively to training sessions, appreciating the content and trainers.
• However, translating learned concepts into actual teaching practice remained a challenge.
2. Learning Outcomes Showed Significant Improvement
• Teachers demonstrated an increase in subject knowledge and pedagogical techniques.
• Tests and assessments revealed measurable improvements in technical and management skills.
3. Behavioral Changes Were Less Consistent
• While some teachers adopted new teaching strategies, others struggled to implement changes due to institutional constraints or lack of continuous support.
4. Institutional Impact Needs Further Strengthening
• While training contributed to professional growth, the broader institutional impact—such as student performance improvements—remained inconclusive.

Challenges and Limitations

Despite the systematic approach, ZJOU identified several limitations in the training evaluation process:

• Insufficient follow-up mechanisms: Many evaluations occurred immediately after training, but long-term tracking was minimal.
• Limited professional evaluators: The absence of dedicated evaluation specialists affected the reliability of assessments.
• Single-method evaluation: Heavy reliance on self-reported feedback limited objective insights.

Addressing these challenges would require a more integrated evaluation system, including continuous observation, peer feedback mechanisms, and a data-driven approach.

Recommendations for Future Training Programs

To enhance the effectiveness of teacher training at Zhejiang Open University, the following recommendations were proposed:

1. Develop a Long-Term Evaluation Framework
• Introduce follow-up assessments after 3-6 months to track teachers' implementation of training content.
• Establish a peer mentoring system to provide ongoing support.
2. Incorporate Technology for Data-Driven Insights
• Use learning analytics and AI-based tools to monitor teacher progress.
• Implement a digital tracking system to document training impact over time.
3. Expand Professional Development Opportunities
• Offer customized training modules based on teachers' specific needs.
• Provide continuous professional development (CPD) pathways to encourage lifelong learning.
4. Enhance Institutional Support for Implementation
• Align training programs with broader university teaching policies.
• Involve school leadership in post-training evaluations to ensure institutional adoption.

Conclusion

Teacher training is a crucial investment in the future of education. By adopting the Kirkpatrick Model, Zhejiang Open University has taken a data-driven and structured approach to evaluate training effectiveness. While significant progress has been made, the key to sustained improvement lies in continuous assessment, institutional support, and leveraging technology. By refining evaluation methods and ensuring practical application, teacher training programs can have a lasting impact on educators and, ultimately, on student success.

School Leaders or School Managers? Examining the Daily Realities of Principals and Assistant Principals

 Research Title: School Leadership: The Conflict between Instructional Leadership and Organizational Management

Link: https://digitalcommons.spu.edu/cgi/viewcontent.cgi?article=1086&context=soe_etd

Author: Kevin Rupprecht
Degree: Doctor of Education
Institution: Seattle Pacific University

Year: 2024

Analyze and present by: Punnarat Chinnapha, Ph.D.           Student ID: 244511003

Introduction: The Leadership Dilemma

School leadership is a complex balancing act. Principals and assistant principals are expected to be instructional leaders, guiding teachers and improving student outcomes, while also serving as organizational managers, handling student discipline, school safety, and resource allocation.

But how do school leaders actually spend their time?

A recent dissertation by Kevin K. Rupprecht (2024), "School Leadership: The Conflict between Instructional Leadership and Organizational Management," sheds light on this ongoing struggle. Using a sequential explanatory mixed-methods approach, the study examines how much time school leaders dedicate to instructional vs. management tasks, offering valuable insights for policymakers, district administrators, and leadership preparation programs.

 

Research Objectives

1)    Quantify how much time school leaders spend on instructional vs. management responsibilities.

2)    Determine if leadership roles impact time allocation (principals vs. assistant principals).

3)    Identify the most time-consuming leadership tasks.

4)    Examine how school size, setting (urban/rural), and level (elementary/secondary) affect leadership priorities.

5)    Capture school leaders’ experiences and challenges through qualitative reflection.

 

Research Questions & Hypotheses

Questions:

1️. How much time are school leaders involved in instructional leadership vs. school management work?
2. Is there a relationship between principals and assistant principals and how they spend their time?
3. Is there a relationship between position, setting, size, and school level and leadership time allocation?
4️. What do principals and assistant principals identify as the most significant issue in a school day?

Hypotheses:

• H1: Principals and assistant principals spend time equally in instructional leadership and organizational management.
• H2: School leadership position influences time spent on instructional vs. organizational tasks.
• H3: School size, setting, and level impact leadership time allocation.

 

Research Scope & Design

The study analyzed 39 school leaders (23 principals, 16 assistant principals) in Washington State from urban and rural schools of varying sizes and levels. It employed a sequential explanatory mixed-method design, where quantitative time logs were collected first, followed by qualitative responses, to compare real-time data with leadership perceptions.

School leaders tracked their daily activities in 30-minute increments using the AWSP Leadership Framework, which includes:
1️. Instructional Leadership (Creating a Culture, Planning with Data, Aligning Curriculum, Improving Instruction, Engaging Families, Closing the Gap)
2️. Organizational Management (Ensuring School Safety, Managing Resources)

Leaders also responded to an open-ended reflection question, sharing their most significant leadership experience of the day.

 

Statistical Testing Used

Descriptive Statistics

·       Used to analyze frequency, means, and percentages of time spent on leadership activities.

Binary Logistic Regression

·       Examined whether position (principal vs. assistant principal) influenced time allocation.

·       Findings: No statistically significant relationship.

Linear Regression

·       Findings: Student population size predicted time allocation during early morning hours (F = 5.829, p = 0.008) but not in other time blocks.

Chi-Square Test

·       Findings: No statistically significant differences in time allocation between school levels.

Reliability Analysis

·       Interrater Reliability: 95% agreement in coding qualitative responses.

·       Cronbach’s Alpha: 0.274, indicating limitations in using the AWSP framework for precise time-tracking.

 

Findings: Where Do School Leaders Spend Their Time?

1️. Instructional Leadership vs. Organizational Management

Time Allocation Breakdown:

Leadership Domain	Principals (Avg. Hours)	Assistant Principals (Avg. Hours)
Instructional Leadership	6.65 hours	4.34 hours
Organizational Management	4.23 hours	5.90 hours

·       Assistant principals spend more time on school safety, discipline, and resource management.

·       Principals focus more on instruction but still dedicate significant time to management tasks.

2️. Time Distribution by Leadership Activity

Leadership Activity	Principals (Avg. Hours)	Assistant Principals (Avg. Hours)
Creating a Culture	1.43	1.06
Ensuring School Safety	2.65	3.06
Planning with Data	0.91	0.93
Aligning Curriculum	0.26	0.34
Improving Instruction	2.02	1.13
Managing Resources	1.58	2.25
Engaging Families & Community	1.36	1.44
Closing the Gap	0.65	0.59

·       Assistant Principals spend more time on school safety (3.06 hours vs. 2.65 for principals).

·       Principals dedicate more time to improving instruction (2.02 hours vs. 1.13 for assistant principals).

·       Managing resources takes up significant time for both roles, with Assistant Principals spending more time on this task (2.25 hours vs. 1.58 for principals).

·       Both roles allocate little time to aligning curriculum (less than 0.5 hours).

3️. Leadership Experiences (Qualitative Analysis)

Frequent themes in responses include:
1) Student behavior & discipline
2) Classroom observations & teacher support
3) Emergency response & crisis management
4) Equity initiatives & instructional strategies
5) Community engagement & family communication

The key Insight is that school leaders aim to focus on instruction, but daily emergencies, safety concerns, and management tasks often take priority.

 

Strengths & Weaknesses of the Study

Strengths

1)    First empirical study quantifying school leadership time using AWSP’s framework

2)    Mixed-methods approach provides both statistical & qualitative insights

3)    Findings are relevant for leadership preparation programs & professional development

4)    Clear breakdown of time allocation between instructional and management responsibilities

Weaknesses

1)    Small sample size (39 participants), limiting generalizability

2)    Self-reported time logs may introduce bias (leaders may overestimate or underestimate their instructional time)

3)    Study examines only one-day snapshots (long-term trends unknown)

 

Conclusion: Are School Leaders Truly Instructional Leaders?

1)    School leaders intend to be instructional leaders, but organizational demands frequently take over.

2)    Leadership preparation programs should train school leaders in time management and task delegation.

3)    Schools need additional support staff to handle logistics, allowing principals to focus on instruction.