Resumo

ARANDA MEYER, Carolina  e  LUQUE, Leticia Elizabeth. Relevance of socio-emotional skills in current educational leadership: reflections from experts. Cuad. Investig. Educ. [online]. 2024, vol.15, n.1, e212.  Epub 01-Jun-2024. ISSN 1510-2432.  https://doi.org/10.18861/cied.2024.15.1.3588.

In the educational field, the COVID-19 pandemic highlighted the importance of socio-emotional skills for achieving comprehensive learning, emphasizing interpersonal and intrapersonal domains as necessary elements for effective functioning and successful interaction with others (Domitrovich et al., 2017). There is ample evidence highlighting the influence of leadership in educational improvement and its impact on Professional Teacher Development is acknowledged. The reflections of seven experts on the relevance of socio-emotional skills in current educational leadership are analyzed, emerging from in-depth interviews related to leadership, educational improvement, and teacher professional development. An inductive qualitative approach and a critical interpretative methodology are employed. The main findings show the need to focus on socio-emotional learning. The importance of redirecting initial and continuous teacher training, where educational leaders play a crucial role, is emphasized. The need to take these skills into account in the educational and curricular policies of the different levels of the educational system is highlighted. The experts agree that socio-emotional skills are fundamental in 21st-century educational leadership. The need to develop teacher training programs addressing these skills is highlighted, as well as to promote their integration into educational policies and practices. These findings have significant implications for improving the quality of education and the well-being of students.

Palavras-chave : social-emotional skills; educational leadership; teacher training; teacher professional development; educational policies.

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