Abstract

Teachers' socioemotional competencies (SEC) are essential for reducing work-related stress, improving teaching, and promoting school well-being. The aim was to analyse the predictive power of socioemotional competencies for the resilience of 223 primary school teachers from the Biobio and & Ntilde;uble regions of Chile. Using a quantitative, non-experimental, correlational, and predictive approach, the instruments (SEMS-IT) and teacher daily resilience scale were applied using statistical analysis in RStudio. The results showed moderate levels of socioemotional competencies and resilience; low perception of adverse classroom climate; positive correlation between cognitive management of teacher emotion, teacher empathic concern, teacher-student relationship, and resilience, and a negative correlation with adverse classroom climate; significant differences in teacher-student relationship in favour of women and public schools, and negative perception of adverse classroom climate in private schools; no differences were found according to the School Vulnerability Index; cognitive management of teachers' emotions and empathic concern are positive factors that promote teachers' daily resilience. Furthermore, an adverse classroom climate acts as a significant mediator, especially in the relationships of teachers' empathic concern and teacher-student relationships with teachers' everyday resilience. The teacher-student relationship does not have a significant direct effect on resilience, but it does have an indirect influence through an adverse classroom climate. There is a need to develop SECs, which are shown to be significant in the model. It is concluded that it is important to strengthen these competencies through teacher training and to consider school contexts that promote resilient and emotionally healthy environments.