Effects of Educational Social Skills Training for Teachers

Effects educational social skills training

Abstract

The teaching-learning process is affected by multiple challenges that require teachers to spend much of their class time dealing with complex interpersonal situations. The aim of this study was to evaluate Educative Social Skills Training for Teachers in difficult interpersonal classroom situations, considering the probability and discomfort dimensions. The probability dimension refers to the possibility of the participants using skillful strategies to manage these situations and the discomfort dimension refers to the emotional difficulty to act in a socially competent way. Participants of the study were twelve Elementary Education teachers, aged 25 to 35 years (M = 29.5; SD = 3.0), that taught in private institutions. Ten meetings lasting up to ninety minutes were held. The participants responded to the measures at two times (pre-intervention and post-intervention) regarding the degree of emotional discomfort and the probability of the occurrence of educative social skills. Data analysis was performed using the JT Method. The results indicated that all participants presented positive clinical improvements in both dimensions, with the exception of a single participant.