Based on the study of 136 pre-service primary school teachers from a university in Western China, this paper investigates their social and emotional competence (SEC) within the five CASEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Results indicate a moderately high self-perceived level of overall SEC (Mean = 3.79), with no significant differences across domains. Factors such as participation in educational volunteer activities and possession of a high school teaching certificate were positively associated with higher SEC, whereas standard training components like teaching practicum showed no significant impact. Additionally, second-year students reported lower SEC scores, suggesting a potential "praxis shock" phase. The study highlights a lack of deep conceptual understanding of social-emotional learning among participants and emphasizes the need for intentional integration of structured SEL training, reflective practices, and policy support within teacher education programs in China to enhance both teacher well-being and classroom effectiveness.
Nie et al. (Sat,) studied this question.