Xuan Zhou presents Urban STEM Teachers’ Social-Emotional Competencies and Teaching Efficacy in Post-Pandemic Workplace on January 9th, 2025. This study investigated science, technology, engineering, and mathematics teachers’ social-emotional competencies, professional development in social-emotional learning, and teaching self-efficacy in urban secondary schools serving many English learners. Findings revealed significant gaps in teaching self-efficacy and social-emotional competencies following the pandemic, with limited engagement in professional development focused on social-emotional learning.

Register here.

This study examined the status of STEM teachers’ Social-Emotional Competencies (SEC), PD engagement in social-emotional learning (SEL), and level of teaching self-efficacy (TSE) in urban secondary public schools that serve students with a large proportion of English learners. Results show that there are significant gaps between the current and optimal status of urban STEM teachers’ TSE and SEC during the post-pandemic workplace. Moreover, this study found urban STEM teachers lacked PD engagement in SEL during the post-pandemic, and their PD engagement in SEL was identified as having significant impacts on the promotion of STEM teachers’ TSE via their SEC.