Impact of Social-Emotional Competencies on Psychological Well-Being and Self-Efficacy of High School Teachers

Social and emotional competence refers to the ability to effectively manage one’s thoughts, emotions, and behavior. This research is envisioned to analyze the impact of high school teachers’ social-emotional competencies on their psychological well-being and self-efficacy. The core to explore the relationships between different aspects of social-emotional competence, psychological well-being and self-efficacy of high school teachers. The nature of the study was descriptive. The population under research consisted of all district Sargodha public high school teachers. The study’s sample size was 400 public high school teachers. Simple random sampling method was employed to choose the sample. A questionnaire for social-emotional competencies was adopted by CASEL 2017, whereas a self-developed tool was used for psychological well-being and self-efficacy. Pilot testing was carried out, and the value of Cronbach Alpha was 0.967. The result showed a significant relationship between social-emotional competencies, psychological well-being, and teachers' self-efficacy. It is recommended that social emotional competencies and psychological well-being may be foster to boost self-efficacy of teachers.