Conference Program

This contribution presents a study aimed at investigating teachers’ perceived self-efficacy and emotional intelligence among pre-service and in-service teachers enrolled in the Italian specialization program for special education support (TFA). In increasingly complex and inclusive educational contexts, teachers are required to combine pedagogical expertise with socio-emotional competencies and a strong sense of professional agency. Within this framework, self-efficacy (Bandura, 1997) and emotional intelligence (Schutte et al., 1998) are considered key dimensions influencing instructional quality and student development. The study draws on Self-Determination Theory (SDT; Ryan & Deci, 2017), which conceptualizes autonomy, competence and relatedness as basic psychological needs underlying motivation and well-being. From an SDT perspective, teachers’ perceived self-efficacy can be interpreted as closely connected to the need for competence, while emotional intelligence supports the creation of autonomy-supportive and relationally attuned classroom climates. In turn, such environments foster students’ intrinsic motivation and engagement. Particular attention is given to teachers’ self-efficacy in implementing self-regulated learning (SRL) strategies in the classroom (Scierri, 2024), understood as the set of cognitive, metacognitive and motivational processes through which learners plan, monitor and evaluate their learning (Zimmerman, 2002). Despite its recognized relevance for academic achievement and long-term engagement, explicit instruction of SRL strategies remains limited in classroom practice. Promoting SRL - through goal setting, strategic planning, monitoring, and reflective activities - is especially relevant in inclusive settings, where differentiated instruction and personalized support are essential. Previous research has shown emotional intelligence to be positively associated with self-efficacy beliefs (Chan, 2004). From this perspective, effective teaching requires the capacity for emotional awareness and regulation in interpersonal contexts, with students, families and colleagues. Teaching therefore involves the responsibility for shaping the relational climate in which learning occurs (Marino et al., 2013). Teachers who feel competent and emotionally equipped may be more likely to adopt practices that nurture students’ autonomy and metacognitive awareness, thereby aligning instructional processes with SDT principles.

The study aims to explore: (1) the levels of perceived self-efficacy in implementing SRL strategies; (2) the levels of emotional intelligence; and (3) the relationships between these constructs. It is hypothesized that higher levels of emotional intelligence are positively associated with stronger perceived self-efficacy in promoting self-regulated learning. The convenience sample consists of 97 teachers attending TFA courses, including both pre-service and in-service participants. Data were collected through validated self-report instruments assessing perceived teaching self-efficacy - specifically related to SRL implementation (Scierri, 2024) - and emotional intelligence (Grazzani Gavazzi & Antoniotti, 2004). By integrating motivational and socio-emotional perspectives, this research contributes to the ongoing debate on teacher education and professional development. The findings may provide useful implications for the design of initial and in-service training programs, highlighting the importance of integrating socio-emotional training and reflective practices to strengthen teachers’ capacity to support inclusive and self-regulated learning environments.