| Abstract [eng] |
The concept of social and emotional development is not deeply rooted and clearly understood within educational context in Lithuania. However, the State Education Strategy 2013-2022 considers social and emotional development one of priorities. Teachers working in today’s educational institutions, striving for inclusive education, play vital roles and bear important responsibilities. They have to help their students with different abilities not only to acquire academic knowledge, but also to gain social competencies and skills to craft their future lives independently, not to be afraid to slip up and to recognize their faults. This current master’s thesis analyses the concept of emotional intellect and socio-emotional competencies, their characteristics as well as educators’ readiness to develop socio-emotional competencies within students with different abilities. The aim of the research is to investigate the dynamics of educators’ socio-emotional competencies and to assess the expression of these competencies within educational process. Data collection methods: the data for this master’s thesis were collected by selecting scientific literature, documents and conducting a survey. Data analysis methods: research data were analysed by conducting scientific literature analysis, statistical analysis of quantitative data and carrying qualitative document content analysis. Research participants: 52 educators at Vilnius mainstream school X The dynamics of educators’ socio-emotional competencies gained in specialized training was analysed by conducting a survey. Changes in indicators of research participants’ socio-emotional competencies were measured before and after specialized training by applying a questionnaire as a data collection instrument. The statistical analysis of the data revealed significant positive changes in thirteen out of seventeen socio-emotional competencies. Document selection technique and content analysis method was applied in order to disclose the peculiarities of educators’ communication with families, raising children with special educational needs. The amount, character and content of texts (praises, remarks and comments addressed towards children with special educational needs as well as their families) written by educators in a digital environment TAMO were analysed before and after specialized training. |
