20.500.12556/RUL-138544 Teachers' perceived competence in meeting students' emotional needs during COVID-19 Due to the COVID-19 pandemic, students and teachers found themselves in an unprecedented situation where they faced both academic and psychosocial problems. In our study, we focused on some teacher characteristics that predict their perceived competence in meeting students' emotional needs during distance learning (PSCEN-DL) and thus contribute to students' well-being. In a sample of 645 Slovenian compulsory basic education teachers, the results of the regression analysis showed that teachers' resilience and their beliefs about the importance of focusing on psychosocial relationships when returning to school explained one-fourth of the variance in their PCSEN-DL. Results from a subsample of class teachers (n = 375) who were categorised into two extreme groups (low and high) in terms of their PCSEN-DL showed that teachers with high PCSEN-DL focused more on supporting, encouraging and relaxing students. Some practical implications about the importance of developing PCSEN in teachers are discussed. Zbog pandemije uzorkovane bolešću COVID-19 učenici i nastavnici našli su se u izvanrednoj situaciji u kojoj su se suočili i s akademskim i sa psihosocijalnim problemima. U našemu smo se istraživanju usredotočili na neke karakteristike nastavnika koje predviđaju njihovu percipiranu kompetenciju u zadovoljavanju emocionalnih potreba učenika tijekom učenja na daljinu (PSCENDL) i tako doprinose dobrobiti učenika. Na uzorku od 645 slovenskih učitelja obveznoga osnovnog obrazovanja rezultati regresijske analize pokazali su da otpornost učitelja i njihova uvjerenja o važnosti fokusiranja na psihosocijalne odnose prilikom povratka u školu objašnjavaju jednu četvrtinu varijance PCSEN-DL-a. Rezultati poduzorka učitelja razredne nastave (n = 375) koji su bili kategorizirani u dvije ekstremne skupine (nizak i visok PCSEN-DL) pokazali su da su se učitelji s visokim PCSEN-DL-om više usredotočili na podršku, poticanje i opuštanje učenika. U radu se raspravlja i o praktičnim implikacijama važnosti razvoja PCSEN-a kod učitelja. COVID-19 distance education distance learning teachers primary school students well being students' psychosocial well-being resilience (psychological) support Connor-Davidson resilience scale CD-RISC-10 Interpersonal relational index IRI empathy COVID-19 pouk na daljavo učitelji osnovnošolci blagostanje osebnostna prožnost podpora Connor-Davidsonova lestvica osebnostne prožnosti CD-RISC-10 Indeks medsebojne odzivnosti IRI true false false Angleški jezik Slovenski jezik Neznano 2022-07-27 10:43:16 2022-07-27 10:43:22 2022-09-15 04:16:51 0000-00-00 00:00:00 2022 0 0 Str. 299-316 no. 2 Vol. 31 2022 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2022-01-01 37.018.43:616-036.22 1332-0742 10.31820/pt.31.2.5 116531203 704-Article_Text-4057-1-10-20220715(6).pdf 704-Article_Text-4057-1-10-20220715(6).pdf 1 7FB2C6E0356A7B01134CB182831F067D ab84d62356d2ace691ce6285d216e8008f06900beeae94e3184fde5e0cfff977 a2660b48-0d89-11ed-8aca-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=158909 Filozofska fakulteta 0 0 0