Relationship between teacher self-efficacy to support student well-being, self-efficacy to regulate emotions and prosocial behavior in teachers

DOI: https://doi.org/10.24109/2176-6681.rbep.106.5798
Keywords: self-efficacy; well-being; emotions; prosocial

Abstract

The World Health Organization and the Brazilian National Common Curricular Base defend the implementation of comprehensive health in the school context, which assumes the socio-emotional well-being of the student. The role of the teacher is fundamental to this implementation. Studies indicate that among the determinants of teaching behavior are their socio-emotional characteristics and self-efficacy. This current study seeks to analyze the relationship between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of prosocial actions with teachers. In order to achieve this objective, a quantitative study of a descriptive and correlational scope was carried out. A total of 229 basic education teachers participated in this study. Results employing path analysis revealed that the model that presents the best fit is the one in which self-efficacy to regulate emotions has a direct effect in the self-efficacy to support student well-being, which, in turn, has a clear outcome on the practice of actions associated with the student's well-being, and this, ultimately, has a true impact on the development of pro-social behaviors.

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Author Biographies

Elias José de Lima Júnior, Universidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp). Rio Claro, São Paulo, Brasil.

Doutor em Educação pela Universidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp).

Roberto Tadeu Iaochite, Universidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp). Rio Claro, São Paulo, Brasil.

Doutor em Educação pela Universidade Estadual de Campinas (Unicamp).

Published
31-03-2025
How to Cite
DE LIMA JÚNIOR, E. J.; IAOCHITE, R. T. Relationship between teacher self-efficacy to support student well-being, self-efficacy to regulate emotions and prosocial behavior in teachers. Brazilian Journal of Pedagogical Studies , v. 106, n. 1, p. e5798, 31 Mar. 2025.
Issue
Vol 106 (2025)
Section
Estudos

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