The Analysis of Educational Needs for Secondary School Teacher’s Emotional Competencies: Focusing on General Education Teachers

The purpose of this study was to examine the gap between the importance level and their current performance level of secondary school teachers' emotional competencies and to identify the priority of education to improve emotional competencies. Using the emotional competency scale for secondary school teacher, a survey was conducted involving 250 teachers. The collected data were examined using a t-test, Borich's need analysis and Hershkowitz criticality function to determine the priorities of the educational needs regarding emotional competencies. The results of the study are as follows. First, the performance levels of secondary school teachers were lower than the importance levels in all of competencies, with statistically significant differences in all areas. Second, the highest priority educational competencies include emotional regulation, emotional understanding and appraisal, communication, and positivity, primarily focusing on individual emotional competencies. The results of this study indicate that, in the development of emotional competency enhancement programs for secondary school teachers, it is important to prioritize the emotional competencies that enable teachers to regulate, manage, and accurately understand their own emotions.