Modeling teachers 'emotional-social competence based on individual and contextual factors and its effect on students' sense of belonging to school

The aim of this study was to determine the fit of teachers 'emotional-social competence model based on individual and contextual factors and its effect on students' sense of belonging to school. The present study is a descriptive correlational study and the statistical population consisted of all teachers working in schools (elementary, junior high and high school) and students studying in the same schools in District 2 of Dehloran city in the academic year of 1997-98. Among them, 150 teachers and 150 students were selected and studied as a sample group. The research instruments included teachers' emotional-social competency questionnaire, burnout scale, emotional intelligence scale and school sense questionnaire, and the obtained data were examined in two descriptive and inferential sections. The results showed that individual factors have a direct effect on teachers' emotional-social competence, contextual factors have an inverse effect on teachers' social and emotional competence, social emotional competence has a direct effect on students' sense of belonging. After that, tissue factors had the greatest effect the variable of social emotional competence (β = -0.37). The study model fit indices indicates the model has a good fit with the data. Based on the findings of this study, it can be said that individual and tissue factors had effect teachers' social and emotional competence, which the effect of direct individual factors and the effect of inverse tissue factors. Also, teachers 'social-emotional competence had a direct effect on students' sense belonging, and then contextual factors had the greatest impact the social-emotional competence variable.