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In recent years, the Organization for Economic Co-operation and Development (OECD) initiated a survey focused on the social and emotional competence (SEC) of educators, garnering significant attention across the educational community. Despite this interest, there remains a notable gap in research concerning the development of SEC among preschool teachers within the context of various social relationships. Addressing this gap, our study examines the influence of leadership trust, collegial relationships, pro-teacher relationships, teacher-child interactions, and self-efficacy on the SEC of preschool educators. This investigation aims to elucidate the role these social relationships play in shaping the SEC of preschool teachers. The study sample consisted of 223 Chinese preschool teachers, with data analyzed through hierarchical regression techniques. Findings reveal that leadership trust, pro-teacher relationships, and self-efficacy are significant predictors of teachers' SEC. These results underscore the importance of fostering a positive, trust-based, and supportive social work environment as a pivotal strategy for enhancing preschool teachers' SEC, thereby contributing to the broader understanding of how social relationships influence educators' emotional and social capabilities.
Xintong Zhou (Mon,) studied this question.