Predictors and outcomes of teachers’ perceived social-emotional competence

Prior research on teachers' beliefs has largely focused on instructional skills, overlooking social-emotional dimensions. Addressing that gap, this study examined perceived social-emotional competence (PSEC), which reflects teachers' beliefs that they are effective in their social-emotional undertakings. The study examined predictors (autonomy-supportive and autonomy-thwarting leadership) and outcomes (subjective vitality, behavioral engagement, professional growth striving) of teachers’ PSEC across one school term. Among 368 Australian teachers, structural equation modelling showed perceived autonomy-supportive leadership (Time 1) positively predicted PSEC assessed at Time 2. PSEC positively predicted well-being at Time 2. Findings have implications for better supporting teachers at work. • Perceived social-emotional competence (PSEC) was examined across one school term. • Perceived autonomy-supportive leadership predicted greater PSEC. • PSEC predicted greater levels of three well-being factors. • Results occurred beyond controls for autoregression. • Findings yield novel understanding of predictors and outcomes of PSEC.