Education of social and emotional competence and teaching styles in high school

Abstract

The purpose of this paper is to present some results of a research project which analyzed the relationship between education of the social-emotional competence and teaching styles of teachers of secondary school in the municipality of Caucasia. This was a descriptive research, developed during 2012; in which were applied qualitative and quantitative instruments. The sample consisted of 50 teachers and 955 students in grades 10 and 11 of some institutions of the region. Overall, it can say that while teachers have a high tendency towards mediational style (participatory), and some aspects help the acquisition of norms and values. But, there was a repeated appreciation from students that methodology of teachers is rigid, repetitive, and it doesn´t allow free expression of personal matters, building social ties, and solve conflicts. It is noted that although the students scored high in the test of social-emotional competence, there are problems of coexistence and social emotional competency as: self-efficacy, self-regulation, self-control, problem solving, social skills and empathy. Also, it constantly alluded to dialogue as a mechanism to educate and socio-emotional skills, students expressed failure of communication and a low interaction between teachers and students. In response to objetive it can say that teaching styles are directly related to the students’ education of the social-emotional competence, because styles allow or not environments for dialogue, conflict management and strengthening of emotional and social skills, which promote ethical coexistence in schools.