Education is still considered as one of the essential needs in most of the countries. In broader concept, education delivers the young people away from any vices and in return, they can be benefited for they can utilize the acquired knowledge in improving their lives. Furthermore, the idea of education is not only applicable for the fortunate people but also for the poor.
The philosophy of education is to be available for all, although there are existing differences in level of education such as the public and private schools. But above all, the people can start their education in their young age and education admits everyone who is willing to learn, educations cast away the ignorance and promise so much benefit.
Impact of Teacher’s beliefs & Socio-Emotional Environment
The teachers are the leaders inside a classroom and the one who facilitates the process such as delivering a fruitful education. Within secondary schools, the environment might be different because the students are taught to be independent and allows them to manage their commitments according to his or her perspective. And as a teacher, they have a significant role, is to guide their students and aiding them in their needs, Social interactions and group dynamics.
Within the relationship that a teacher puts in between them and their students, there is a social interaction that bonds them and emotional foundation which enables each party to understand each other (Leonard & Leonard, 2006).
In this way, the teachers can establish their role and function as a part of development among the students.
In the same token, the classroom management belongs in the hands of the teachers and the leadership plays a vital role and through the strict leadership design within the classroom often affects the student-teacher relationship particularly in the social and emotional foundations of the relationship. Education Practitioners should consider two interrelated problems with this Theme:-
- What is the importance of socio-emotional environment in the learning progress as well as classroom of the teachers?
- How to implement the socio-emotional environment and what are the perceived impacts?
There are different leadership styles which are based on the philosophy, personality and past experiences of the leader. The first leadership style is the authoritarian which is characterized by the leader who makes all the decisions and passes to his subordinates (Moyer & Husman, 2006). It is also the kind of style that based on assumption that the leader knows everything and therefore, he knows what is best for the entire organization. Second, democratic styles that is more on the cooperative approach in terms of decision making which encourages the people to participate (Brennen, 2008).
Third is the laissez-faire style that makes the leader absent and everyone is free to do all they want and this is the place where people are working with full of motivation. Fourthly are the dictator leaders who were feared and threat everyone to get their job done. This kind of leadership style is quite similar to the autocratic or authoritarian leader.
From the Leaders Behavior Description Questionnaire (LBDQ), the consideration and initiation of a leader is where the leader or any potential leaders exhibits such concerns for the welfare of the group. The relationships, mutual trust and friendship are oriented in the style of leadership where it can be applicable. Some factors of an ideal leader involve the equality treatment for all the members and being available or accessible for all.
On the other hand, the teachers are leaders in the classroom think that the students as member should take responsibility by doing their roles and responsibilities and at the same time and can accomplish their work. The leader put trust in all his members and therefore, he let the group of every member know what he expects for them (Bodenhorn, 2006).
Therefore, he has given the opportunity to orient the member in incorporating the each student with their knowledge and skills that can contribute in their future. Having a good leader that helps people achieve their dreams is considered as the main goal of leadership. To accomplish the useful things and desirable things that will benefit the people being led is the important role of a leader (Gill, 2005). Every leadership style has their own place in an organization which depends on how it can be used for different situations, tasks, and maturity and level of professionalism of employees.
The importance of cooperation may not be emphasized if the relationship is not defined. The relationship explains the cooperative learning which affects the conditions of integrated cognitive, social and emotional domains (Zaretsky, 2005) which is also essential for the disadvantaged students (Moores, Anderson, Ayers, et al., 2008). Therefore, the practical implications towards the classroom management and its environment should be put into empirical grounds (Hertberg-Davis & Brighton, 2006).
Through the use of assessing the opinions of the teachers regarding the social and emotional approach implemented in the classroom, there is a great chance in recognizing the student and teachers relationship to facilitate the learning and improvement in the outcomes of the students. The strategies that may be involved in the classroom management are the leadership styles and its role in the classroom, understanding the problem towards problem solving, devising a plan, carrying out the plan, and measuring the impacts. Moreover, the social and emotional within the classroom environment can be another source of motivation for teaching.
- Bodenhorn, N. (2006). “Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors.” Professional School Counseling, 10(2).
- Hertberg, D., Holly L. & Catherine M. B. (2006). “Support and Sabotage: Principals' Influence on Middle School Teachers' Responses to Differentiation” Journal of Secondary Gifted Education, 17.
- Jennings, P.A., and Mark T.G. (2009). “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research, 79, 1: 491-525
- Leonard, P. & Lawrence, L. (2006). “Teachers and Tolerance: Discriminating Diversity Dispositions.” The Teacher Educator, 42.
- Mark, B. (2010). Educating the Whole Child Engaging the Whole School: Guidelines and Resources for Social and Emotional Development and Learning (SEDL) in New York State, retrieved from: www.p12.nysed.gov/sss/sedl/
- Moores, D. Kelly A., Kyla A., and others, (2008). “Issues and Trends in American Annals of the Deaf Publications 2001 to 2007.” American Annals of the Deaf, 153.
- Moyer, P. S. & Jenefer H. (2006). “Integrating Coursework and Field Placements: The Impact on Preservice Elementary Mathematics Teachers' Connections to Teaching.” Teacher Education Quarterly, 33.
- Mullen, C. A., & Elizabeth M.T., (2004). “A Case Study of Adolescent Female Leadership: Exploring the “Light” of Change.” Journal of Educational Thought, 38.
- Zaretsky, L. (2005). “From Practice to Theory: Inclusive Models Require Inclusive Theories.” American Secondary Education, 33.
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