Autonomy-Supportive teaching on teacher social-emotional competencies

Autonomy-supportive teaching has been associated with a variety of posi-tive student outcomes, such as psychological need satisfaction, self-efficacy, and classroom engagement (Ng et al., 2016; Olivier et al., 2020). Nevertheless, there is significantly less research attention on the teacher benefits of autonomy-supportive teaching. With the complex emotional and social demands of the teaching profes-sion, it is important to understand the ways to cultivate teacher social-emotional competencies (SECs). The social and emotional well-being of teachers affects their classroom functioning, and eventually student outcomes. Furthermore, the teacher SECs are linked to teacher well-being. As autonomy-supportive teaching focuses on building a pleasant and supportive learning environment for the students, it is a plau-sible idea to investigate how such teaching practices may cultivate teacher SECs as well. As expected, the findings suggest that the five SECs were demonstrated by the teachers while being autonomy supportive. Out of the five SECs, self-awareness and relationship management seem to be most frequently demonstrated by the teachers, while self-management seems to be least presented, during autonomy-supportive teaching.