The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes

Patricia A. Jennings, Mark T. Greenberg

Research output: Contribution to journalArticle

788 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)491-525
Number of pages35
JournalReview of Educational Research
Volume79
Issue number1
DOIs
StatePublished - Mar 1 2009

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All Science Journal Classification (ASJC) codes

  • Education

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