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Results show gender and racial identities relate to relationship management, and teacher well-being correlates positively with emotion regulation. No association appears between teacher competencies or perceptions and students’ academic growth, while students’ National School Lunch Program enrollment percentage strongly relates to performance. The study also discusses equity-focused SEL frameworks supporting traditionally marginalized students and teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the study’s main purpose?","Question",{"text":63,"@type":64},"To examine how teachers’ social and emotional competencies, viewed through SEL constructs, relate to students’ academic achievement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data collected in this correlational study?",{"text":68,"@type":64},"Teacher surveys measured emotion regulation and relationship management skills, well-being, and perceived school climate, and the study also used student achievement benchmark assessment data.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings regarding teacher competencies and student academic growth?",{"text":72,"@type":64},"Teachers’ gender and racial identities relate to relationship management skills, and teacher well-being positively correlates with emotion regulation, but teacher emotion regulation, relationship management, well-being, and school climate perceptions showed no association with students’ academic 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University  \n\n| Volume 33 Number 56 | September 16 , 2025 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nThe Effect of Teachers’ Social and Emotional Competencies on Students’ Academic Achievement  \nTommy Wells  \nBellarmine University  \nUnited States  \n&  \nAmy Auletto  \nNorthwestern University  \nUnited States  \nCitation: Wells, T., & Auletto, A. (2025) . The effect of teachers’ social and emotional competencies on students’ academic achievement. Education Policy Analysis Archives, 33(57) .  \n[https://doi.org/10.14507/epaa.33.8905](https://doi.org/10.14507/epaa.33.8905)  \nAbstract: The purpose of this study is to describe teachers through the lens of social-emotional learning (SEL) constructs and the impact that teachers’ social and emotional competencies may have on student achievement. Data in this correlational study are collected through a survey measuring teachers’ emotion regulation and relationship management skills, well-being, and school climate perceptions across teacher background characteristics and through student achievement data. Findings indicate that teachers’ gender and racial identities influence relationship management skills and that there is a positive correlation between teachers’ well-being and their emotion regulationskills. However, when examining teachers’ results with their students' performance on math and reading benchmark assessment scores, there was no association between teachers’ emotion regulation and relationship management skills, well-being, or school climate perceptions on student academic growth. Our results also emphasize the impact of the percentage of students in a school enrolled in the National School Lunch Program on students’ academic performance. Finally, there is a discussion of SEL frameworks that focus on equity and how they could support students and teachers from traditionally marginalized backgrounds.  \nKeywords: emotion regulation; relationship management; teacher well-being; student achievement; social and emotional learning frameworks  \nEfecto de las competencias socioemocionales de los docentes en el rendimiento académico de los estudiantes  \nResumen: El propósito de este estudio es describir a los docentes a través de la lente de los constructos del aprendizaje socioemocional (SEL, por sus siglas en inglés) y el impacto que las competencias socioemocionales de los docentes pueden tener en el rendimiento de los estudiantes. Los datos de este estudio correlacional se recopilaron mediante una encuesta quemide las habilidades de autorregulación emocional y de gestión de relaciones de los docentes, su bienestar y sus percepciones del clima escolar, considerando las características de sutrayectoria profesional, así como datos sobre el rendimiento académico de los estudiantes. Los resultados indican que las identidades de género y raciales de los docentes influyen en lashabilidades de gestión de relaciones, y que existe una correlación positiva entre el bienestar docente y sus habilidades de autorregulación emocional. Sin embargo, al examinar los resultados de los docentes junto con el desempeño de sus estudiantes en las evaluaciones de referencia de matemáticas y lectura, no se encontró asociación entre la autorregulaciónemocional, la gestión de relaciones, el bienestar o las percepciones del clima escolar de los docentes y el crecimiento académico de los estudiantes. Nuestros resultados también destacanel impacto del porcentaje de estudiantes inscritos en el Programa Nacional de Almuerzos Escolares sobre el rendimiento académico. Finalmente, se incluye una discusión sobre marcos de aprendizaje socioemocional centrados en la equidad y sobre cómo podrían apoyar tanto a estudiantes como a docentes de comunidades tradicionalmente marginadas.  \nPalabras clave: autorregulación emocional; gestión de relaciones; bienestar docente; rendimiento estudiantil; marcos de aprendiza","cbCail9MIMlSTjxx","https://ap.wps.com/l/cbCail9MIMlSTjxx","pdf",407310,23,"English","# Abstract\n# Keywords\n# Study Focus: SEL Constructs and Teacher Competencies\n## Data Sources: Teacher Surveys and Student Benchmark Achievement\n## Key Findings and Equity-Focused Discussion","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To examine how teachers’ social and emotional competencies, viewed through SEL constructs, relate to students’ academic achievement.\"},{\"question\":\"How were the data collected in this correlational study?\",\"answer\":\"Teacher surveys measured emotion regulation and relationship management skills, well-being, and perceived school climate, and the study also used student achievement benchmark assessment data.\"},{\"question\":\"What were the main findings regarding teacher competencies and student academic growth?\",\"answer\":\"Teachers’ gender and racial identities relate to relationship management skills, and teacher well-being positively correlates with emotion regulation, but teacher emotion regulation, relationship management, well-being, and school climate perceptions showed no association with students’ academic growth.\"}]","The Effect of Teachers’ Social and Emotional Competencies on Students’ Academic Achievement | PDF",1792094458,58]