Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation


Document Type


Degree Name

Doctor of Psychology (PsyD)


Department of Graduate Psychology


Elena Savina

Vesna Hart

Trevor Stokes


Teaching is an emotional endeavor. That is why teachers must be equipped with skills to manage their emotions as well as emotions of their students. The present research investigates a strategies and methods for a model of training teacher emotional competency. Elementary school teachers (N=78) were asked about their perception of the importance of emotional competencies including emotional self-awareness, emotion regulation, effective emotional expression, identifying and responding to students’ emotions, promoting a positive emotional climate in the classroom, using emotions to promote learning, skills to promote student emotional competence, and skills to maintain teacher well-being. They also reported how often they use those competencies and their confidence in applying each competency in the classroom. The teachers were asked about their preferred method of training of emotional competencies. In addition to surveying teachers, individual interviews were conducted with a teacher, school counselor, and a principal to gather more in-depth information regarding training in emotional skills, emotional needs teachers may have, and explore potential barriers for training. Results demonstrated that teachers believe that the emotional competencies are very important for their work, and they use them frequently in the classroom. Teachers also reported that in-person training is most beneficial, and training which is incorporated into other in-service trainings, like training for social-emotional learning, is preferred. Additional methods they endorsed included regular consultation with school counselors or psychologists and a course on emotional intelligence during their preservice teacher training program. The present research also identified evidenced-based strategies for training emotional competencies including didactic trainings, self-reflective activities, mindfulness practices, role plays, and case studies, and a rational for use of strategies is provided for the training model of teacher emotional competence.



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