Exploring the Components of Social and Emotional Competencies (SEC) for Iranian EFL Teachers: Teachers’ Perceptions in Focus
Keywords:
English as a foreign language (EFL) teachers, social and emotional competencies (SEC), social and emotional learning (SEL), teacher perceptionAbstract
Purpose: This study aimed to explore Iranian EFL teachers’ perceptions of social and emotional competencies (SEC) and to identify the main underlying components of SEC from their perspectives.
Methods and Materials: The study employed a qualitative grounded theory design to investigate teachers’ perceptions of SEC and extract its main components. Convenience sampling was used to select 40 Iranian EFL teachers (both male and female) holding PhDs in English Language Teaching and working at different universities across Iran. Data were collected through two qualitative instruments: a semi-structured written interview consisting of five open-ended questions and written reflective journals. The interview questions were validated by EFL experts for clarity and relevance and were distributed via Google Forms. Reflective journals were collected through digital platforms to ensure accessibility and flexibility. Data triangulation was achieved by combining interview and journal data. To ensure trustworthiness, member checking and reviewer checking were conducted. The collected data were analyzed through open coding to extract initial themes and axial coding to identify relationships among categories and develop overarching components of SEC.
Findings: The results revealed that Iranian EFL teachers perceive SEC as a multidimensional construct encompassing intrapersonal, interpersonal, managerial, and ethical dimensions. Open coding yielded themes such as emotional awareness, developmental orientation, realistic self-image, emotion and behavior management, classroom management, social relations, rapport, acceptance of differences, appropriate decision-making, anticipation of consequences, and responsibility-taking. Through axial coding, these themes were synthesized into four core components: Self-Awareness Competence, Self-Management Competence, Social Awareness Competence, and Decision-Making Competence. The findings indicate that teachers conceptualize SEC as an integrated framework essential for effective teaching, emotional regulation, relational sensitivity, and professional accountability.
Conclusion: The study concludes that SEC for Iranian EFL teachers is a complex and integrated construct composed of four interrelated competencies—self-awareness, self-management, social awareness, and decision-making.
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Copyright (c) 2025 Sima Mousazadeh (Author); Neda Fatehi Rad; Valeh Jalali (Author)
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