VietTESOL International Convention 2026

As teaching becomes increasingly demanding in the age of rapid technological change, teacher social–emotional competence (SEC) has emerged as a critical factor in promoting teacher well-being, effective instruction, and positive learning environments. Despite growing international interest in Social–Emotional Learning (SEL), empirical evidence on EFL teachers’ SEC in Vietnam remains limited.

Grounded in the CASEL framework, this study investigates the level and profile of social–emotional competence among Vietnamese EFL teachers. Using a quantitative survey design, data were collected from approximately 120–150 EFL teachers across different educational contexts in Vietnam. An adapted Teacher Social–Emotional Competence Scale (TSECS) was employed to assess five core domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Descriptive statistics were used to examine overall SEC levels, identify relative strengths and areas for growth, and explore variations across selected demographic variables.

The findings provide valuable baseline data on Vietnamese EFL teachers’ social–emotional competence and offer insights into how different SEC domains are manifested in teaching practice. This study contributes to the growing body of SEL research in language education and highlights the importance of supporting teachers’ social–emotional development as part of professional learning initiatives. The presentation will also offer a brief SEC self-reflection worksheet to help participants identify strengths, areas for growth, and practical next steps for their professional development.