kazem barzegar bafrooei - yazd university
negar hosseini - Alzahra university
ahmad kalate sadati - yazd university

The present study aimed to evaluate a new model of students emotions in which the role of teachers social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. Results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students motivation. Finally, it was concluded the teachers social-emotional teaching competencies played an indirect effect on the students emotion via the teachers positive emotions.

School teacher, emotional aspects, Teaching, emotions