The Relationship Between Socio-Emotional Competences and Resilience Skills: A Study of Teachers and Educators Specialised in Support
Simone Catalano, Lorenzo Folini
The teacher-pupil relationship is considered one of the protective factors in educational programmes, especially for those with vulnerabilities in learning (Longobardi, 2013). In educational contexts, teachers confirm that through relationships there is a transmission of knowledge but also of emotions, whose regulation is an indispensable complement of cognitive development (Bembich, 2020). Vaccarelli (2016) shows how teachers express needs related to the idea of the educational relationship as a helping relationship. It is necessary to develop resilience to offer an innovative reading of educational processes. The present study aims to highlight the resilience factors and emotional competencies of educational professions involved in supporting pupils with special needs. 186 participants, among teaching and educational personnel at school, were interviewed. The multivariate procedure of generalized linear models was used for data analysis. The facilitative role of emotional intelligence and resilience in tolerance of fatigue and frustration in the work of educators and teachers was observed. The results indicate positive spill overs in the teaching-learning process from both professional variables, such as work experience with pupils with vulnerabilities, and the training courses conducted. The impact of self-efficacy and stress management on emotional functioning enhances the professional tools and personal resources adopted in the teacher-student relationship. The study suggests that a reflective approach to the importance of emotional intelligence and resilience skills in this professional role is necessary to ensure the success of training actions.
Keywords
Resilience, Emotional competence, Teachers, Educators, Special educational needs.
