Modeling Teachers’ Teaching Emotions Based on Social Practices of Teaching and Socio-emotional Skills

This study aimed to test the causal relationship between social practices of teaching and teacher's socio-emotional skills with teachers' emotions. For this purpose, 310 teachers (155 males and 155 females) from the sixth grade of Yazd elementary schools were selected based on cluster random sampling in the academic year of 2019-2020. They responded to the questionnaire of social practices of teaching and socio-emotional skills of teachers (Department of Education staff, 2014) and teachers' emotions (TES) (Frenzel et al., 2016). The results of the structural equation model analysis using empirical data showed that teachers 'emotions directly influences the exogenous variables of social practices of teaching and teacher's socio-emotional skills. The results of the research indicate that teachers who have socio-emotional skills and are involved with teaching social activities, experience the intense emotions and have a positive relationship with their students. The results also showed that teachers have socio-emotional skills, experience more positive emotions and have positive relationship with their students. Therefore, teachers need social practices of teaching and socio-emotional skills to boost their positive emotions and control their negative emotions.