Social-emotional competence is an important protective factor in the prevention of mental health problems. According to the CASEL model, social-emotional competences can be divided into five categories: self-awareness, self-management, social awareness, communication skills and responsible decision-making. Schools are increasingly focusing on developing students’ socio-emotional competences, but it is also important to develop the competences of teachers themselves, both to protect their mental health and to pass on these competences to their students.
The aim of the study is to assess the implementation and feasibility of two training courses, the Gordon School for Teachers and the Teacher Awareness Course in Silence Minutes, the potential impact of the courses on teachers’ socio-emotional competences, the accuracy of their implementation, and the factors facilitating and hindering the development and use of socio-emotional competences. In order to assess the impact of the training courses, including the development of socio-emotional competences, a measurement tool will first be developed, which will then be used to assess the impact of the courses. The evaluation will in turn include an assessment of the measurement tool developed and, if necessary, adapt it for future use.
The methodology will be developed and tested using analysis of secondary sources, including scientific literature, and interviews. The central part of the study will be a pilot study with a test and control group, i.e. a survey of teachers participating and not participating in the training, in particular in the form of a survey before and after the training course or a survey of a control group.