Exploring the Catalytic Effect of Improving Teachers' Social Emotions in Education and Teaching Reform under the Background of New Curriculum

Abstract

The aim of this study is to investigate how improving teachers’ social-emotional skills influences the implementation of new educational and curriculum reforms. The study examines the relationships between teachers’ social-emotional skills, the motivational classroom climate, and student awareness, interest, and student engagement in the new curriculum. University students in Shenzhen, China (N=308) were surveyed for data collection, and the results were analyzed using the statistical method of partial least squares structural equation modeling (PLS-SEM). -Teachers with emotional skills are more effective in engaging students in the classroom. In addition, the creation of a positive learning environment that encourages student motivation and engagement was found to act as a bridge between teachers’ social-emotional competence and student engagement. Furthermore, the study showed that students’ knowledge and interest in the curriculum played an important role in the relationship between teachers’ social-emotional skills and student engagement, highlighting the importance of teachers understand students’ interests and modify instructional strategies accordingly with emphasis. The study's findings have substantial implications for the evolution of education and instructional methods. They emphasize the importance of teachers’ social and emotional skills in increasing student engagement and achievement. It is essential to recognize study limitations, including reliance on self-reported data and use of cross-sectional data.