Page 28 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 28
facilitate fewer disciplinary problems in the classroom (Crosnoe et
al., 2004) which decreases the risk for ESL. We highlight the role
of teachers’ relational competence, which can be viewed within the
general framework of teachers’ SEC. Relational competence is de-
fined as the teacher’s knowledge, attitudes and skills that enable
them to establish and develop relationships with their students that
are characterised by trust, respect, empathy and tolerance (Longva
& Klokkehaug, 2013). Relational competence entails the following:
respect for the other’s individuality, own authenticity in contact with
the student and responsibility for the relationship with the student
(Juul & Jensen, 2010). It allows teachers to understand students’ mo-
tivations and respond to their needs. As such, relationally competent
teachers are more proactive and authoritative; they notice changes
in students’ engagement and use emotional expressions and verbal
support to promote enthusiasm for learning. It also supports effec-
tive ways of dealing with stress and encourages self-awareness and
self-management.
Over the past decade, relational competence has become part of pro-
fessional development interventions (Sabol & Pianta, 2012) and in-
itial teacher education training (Nielsen, 2017). Thus, the topic of
teachers’ relational competence is emerging as relevant for quality
education, including ESL. It is therefore extremely important to be
aware that teachers’ relational competencies can be systematically
supported and developed as part of the struggle against ESL.
Key words: teachers, social and emotional competence, relational
competence, early school leaving
Introduction
In the last decade, there has been growing theoretical, empirical and pub-
lic attention to the promotion of students’ social and emotional compe-
tencies (Greenberg et al., 2003; Durlak, Weissberg, Dymnicki, Taylor, &
Schellinger, 2011; OECD, 2015; Schonert-Reichl, Hanson Peterson, & Hymel,
2015; Sklad, Diekstra, De Ritter, & Ben, 2012; Weare & Nind, 2011; Zins,
Weissberg, Wang, & Walberg, 2004), including mindfulness and other
contemplative practices (Greenberg & Harris, 2012; MLERN, 2012; Roeser
& Eccles, 2015). Studies show that giving attention to these aspects reduc-
es ESL (e.g. Cornelius-White, 2007) and bolsters students’ academic perfor-
mance, life success as well as active citizenship, health-related behaviours,
28
al., 2004) which decreases the risk for ESL. We highlight the role
of teachers’ relational competence, which can be viewed within the
general framework of teachers’ SEC. Relational competence is de-
fined as the teacher’s knowledge, attitudes and skills that enable
them to establish and develop relationships with their students that
are characterised by trust, respect, empathy and tolerance (Longva
& Klokkehaug, 2013). Relational competence entails the following:
respect for the other’s individuality, own authenticity in contact with
the student and responsibility for the relationship with the student
(Juul & Jensen, 2010). It allows teachers to understand students’ mo-
tivations and respond to their needs. As such, relationally competent
teachers are more proactive and authoritative; they notice changes
in students’ engagement and use emotional expressions and verbal
support to promote enthusiasm for learning. It also supports effec-
tive ways of dealing with stress and encourages self-awareness and
self-management.
Over the past decade, relational competence has become part of pro-
fessional development interventions (Sabol & Pianta, 2012) and in-
itial teacher education training (Nielsen, 2017). Thus, the topic of
teachers’ relational competence is emerging as relevant for quality
education, including ESL. It is therefore extremely important to be
aware that teachers’ relational competencies can be systematically
supported and developed as part of the struggle against ESL.
Key words: teachers, social and emotional competence, relational
competence, early school leaving
Introduction
In the last decade, there has been growing theoretical, empirical and pub-
lic attention to the promotion of students’ social and emotional compe-
tencies (Greenberg et al., 2003; Durlak, Weissberg, Dymnicki, Taylor, &
Schellinger, 2011; OECD, 2015; Schonert-Reichl, Hanson Peterson, & Hymel,
2015; Sklad, Diekstra, De Ritter, & Ben, 2012; Weare & Nind, 2011; Zins,
Weissberg, Wang, & Walberg, 2004), including mindfulness and other
contemplative practices (Greenberg & Harris, 2012; MLERN, 2012; Roeser
& Eccles, 2015). Studies show that giving attention to these aspects reduc-
es ESL (e.g. Cornelius-White, 2007) and bolsters students’ academic perfor-
mance, life success as well as active citizenship, health-related behaviours,
28
