Essentiality of Social and Emotional Skills for Aspiring Educators

The present study is an analysis of teacher aspirants’ perception of the extent of social and emotional competencies possessed by them and to identify the challenges and concerns in practicing social-emotional skills. Teacher has a significant role in the educational system of a nation. Imparting and maintaining the standards of education is decided through the quality of teachers. Teachers are social engineers who modify, refine and redefine the society for social reconstruction. Teacher competencies in curriculum transaction are a major factor in student achievement. The affective outcomes of learning are regulated through teacher interventions and interactions in the classroom. Aspiring teachers receive a variety of training methods in college and school-based practicals, but in order to teach effectively, their social and emotional abilities must be developed. Education must guarantee the social and emotional growth of the learner. The study reveals that though the teacher candidates possess a satisfactory level of understanding related to social and emotional competencies they fail in applying those skills in classroom contexts due to various personal and social barriers. The teacher education curriculum needs to be revamped with more tools and strategies that equip prospective teachers to excel with social and emotional competencies. More powerful interventions are required to enable them to acquire the skills and develop the social and emotional learning skills of school students.