Socio-emotional skills in teachers as a tool for managing school well-being

This book stems from an initiative to adopt a social perspective, focusing on teachers; key elements of the educational process who guarantee student learning. Teacher training enables the improvement of educational practices, facilitates the appropriation of and motivation for learning, promotes warm and safe learning environments, generates trust, and improves relationships among the various educational stakeholders and the school climate. Teachers with a certain degree of ability to regulate their emotions use more active strategies to cope with stressful situations in the academic environment, experiencing fewer negative consequences of stress and greater personal fulfillment.
In relation to the situation observed in recent years and considering the context of the COVID-19 pandemic, this book aims to answer the question: How can we contribute to the development of socio-emotional competencies in teachers for the management of school well-being in the JER secondary educational institutions of the Piura UGEL (Local Education Management Unit)?

This book is expected to be a reference and contribute to the efforts of other researchers to understand the aspects and relevance of socio-emotional skills in teachers, since the concepts presented in the research should be of interest for the analysis of the international, national and local landscape surrounding the topic.