Teaching and learning experiences can be emotionally exhausting, affecting both students and teachers. In this context, socio-emotional competencies become key in the educational field, being necessary to promote processes that allow to acquire and effectively apply knowledge, attitudes and skills for understanding and emotional management, setting positive goals, empathy, positive relationships and responsible decision-making. The study investigates the socio-emotional competencies of teachers of early childhood, primary and secondary education in Spain, Portugal, and Italy, and their impact on adaptability to change. To this end, this study includes 894 teachers with an average age of 46.71 years who filled out the Social and Emotional Competencies Questionnaire (SEC-Q) and the Adaptation to Change Questionnaire (ADAPTA-10). Preliminary results indicate positive associations between socio-emotional competencies and adaptability, identifying key competencies such as self-awareness and the ability to offer help are identified, noting cultural differences among countries. In conclusion, the study highlights the importance of strengthening these competencies in teachers to improve their adaptability and emotional well-being.
Jurado et al. (Mon,) studied this question.