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All Journal Journal of Education and Learning (EduLearn)
Shahlan Surat
Universiti Kebangsaan Malaysia
Humanities Education Library & Information Science Social Sciences Other

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Relationship between social-emotional competence and teaching skills of secondary school teachers Nor Zairos Abu Zarim; Shahlan Surat
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22032

Abstract

This study explores the relationship between social-emotional competence (SEC) and teachers’ teaching skills (TTS) among a sample of 328 secondary school teachers in the Petaling Utama District, Selangor. The quantitative research employs the social, and emotional learning (CASEL) model to assess SEC and the Malaysian Teacher Standards provided by the Ministry of Education to evaluate TTS. The findings indicate that the overall level of TTS is slightly higher, with an average score of 3.282, compared to the SEC’s average score of 3.212. through Pearson correlation analysis, the study identifies a significant positive relationship between various SEC elements such as self-awareness (SA), self-management (SM), social awareness (SOA), relationship skills (RS), and making rational decision (MRD) and TTS, with RS demonstrating the highest correlation at r=0.562, p0.05. Further analysis using multiple regression reveals that SEC elements significantly contribute to variations in TTS, with SM emerging as the most significant predictor, showing a Beta value of 0.248 (24.8%). The study underscores the critical role that SEC plays in enhancing TTS, suggesting that beyond traditional training, a more in-depth and sustained focus on developing SEC could lead to significant improvements in teacher competency. Future research is recommended to continue exploring this connection to further enhance educational outcomes.
Strengthening competence: teacher views on challenges in continuing professional development Elfia Elfia; Faridah Mydin Kutty; Shahlan Surat
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.26998

Abstract

This study investigates the challenges master teachers face across the preparation, training, and follow-up stages of a continuing professional development (CPD) program on literacy and numeracy conducted by a provincial education office in Indonesia. A qualitative case study design was employed using semi-structured interviews with three purposively selected informants (master teachers) during a four-day offline training program in 2023. The results showed distinct challenges at each stage of the CPD process. During preparation, teachers struggled with time conflicts and late notifications. During training, weak time discipline, excessive hours, and substitute participant misalignment disrupted program delivery. In the follow-up stage, obstacles emerged at three levels: classroom (student competency variation, low reading habits, adaptation challenges, and time constraints), peer (limited teacher engagement), and district (overlapping schedules). These findings indicate that CPD effectiveness is influenced not only by program content but also by how logistical and systemic obstacles are addressed. Strengthening institutional support and scheduling coordination can enhance teacher engagement, refine classroom practice, and facilitate effective knowledge dissemination, ultimately promoting sustainable professional development outcomes.
Co-Authors Elfia Elfia Faridah Mydin Kutty Nor Zairos Abu Zarim