Teacher Emotional Competence as a Predictor of Classroom Support and Cohesion

Tarik Hasanić, Senada Mujić

Abstract


The paper presents the results of a study that aimed to examine the determination of teacher support and class cohesion by teachers’ emotional competence. The stated determination was analyzed based on teachers’ self-assessment of their own emotional competence and the quality of the classroom atmosphere they create. The study was conducted on a sample of 302 teachers employed in primary and secondary schools in Bosnia and Herzegovina. Data collection was conducted online, using the Emotional Competence Questionnaire (UEK-45), the Classroom Atmosphere Questionnaire, and the Sociodemographic Questionnaire. Linear multiple regression determined that the dimensions of teachers’ emotional competence: the ability to express and name emotions, the ability to perceive and understand emotions, and the ability to manage emotions statistically significantly determine the elements of classroom atmosphere, teacher support, and class cohesion. The conducted study indicates the importance of teachers’ emotional competence for creating a positive classroom atmosphere. In this regard, the results obtained can serve as a guideline for creating initial education and professional development programs for teachers that would lead to the acquisition and further strengthening of emotional competencies in the area of shaping the classroom atmosphere.


Keywords


teacher competencies; emotional competence; classroom climate; teacher support; class cohesion

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DOI: https://doi.org/10.51558/2490-3647.2026.11.1.647

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