ArticleFrontiers in psychology2026
Supporting social-emotional competence in pre-service teachers: evidence from higher learning teacher education institutions in Tanzania.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Abstract
Social-emotional competence (SEC) is important for teachers' professional practice and wellbeing, yet evidence regarding its development in Tanzanian pre-service teacher education remains limited. Guided by Social Cognitive Theory, this study examined the associations of perceived university curriculum quality, faculty support, and peer support with pre-service teachers' SEC and whether beliefs in social-emotional learning (SEL) accounted statistically for part of these associations. A quantitative cross-sectional survey was conducted among second- and third-year pre-service teachers from two Tanzanian higher education institutions. Of 487 completed questionnaires, 22 were excluded because of highly repetitive response patterns, resulting in a final analytic sample of 465 participants. Confirmatory factor analysis and structural equation modeling were conducted, and indirect associations were examined using 2,000 bootstrap resamples. Curriculum quality, faculty support, and peer support were positively associated with beliefs in SEL (β = 0.19, 0.39, and 0.29, respectively) and directly associated with SEC (β = 0.20, 0.24, and 0.20, respectively; all
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