emotional support

This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables . Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.

Purpose: This study aims to develop a comprehensive scale for assessing the teacher-student relationship by integrating elements from various established theories in educational psychology. Methodology: The study employed a systematic review approach, following the framework by Oakley and Shabrams (2010), to synthesize dimensions from attachment theory, interpersonal theory, social support theory, and self-determination theory. Items for each dimension were adapted from existing validated questionnaires. The initial scale comprised 80 items and was subjected to face and content validity assessment by an expert panel. Content Validity Ratio (CVR) and Content Validity Index (CVI) were calculated to ensure the relevance and essentiality of the items. Findings: Six core dimensions were identified: emotional support, conflict, autonomy and independence, self-worth and competence, instrumental support, and informational support. The final student version comprised 32 items, while the teacher version included 30 items. The validation process confirmed that the items accurately reflect the theoretical constructs and are relevant to the educational context. The findings align with existing literature, emphasizing the importance of emotional and instrumental support, effective conflict management, and the role of autonomy in enhancing student engagement and academic performance. Conclusion: The developed scale provides a comprehensive and validated tool for assessing the teacher-student relationship, integrating key dimensions from multiple theoretical perspectives. This tool can be used for both research and practical applications, helping educators to foster positive interactions that enhance student engagement, a

This study aims to explore the impact of social support networks on the mental health of gifted students. The study utilized a qualitative research design with a phenomenological approach to capture the lived experiences of gifted students. Twenty-seven participants aged 12 to 18 were recruited from diverse educational settings through purposive sampling. Data were collected using semi-structured interviews, which provided in-depth insights into the participants' perceptions of social support and its impact on their mental health. The interviews were transcribed and analyzed thematically, with themes emerging through iterative coding and constant comparison until theoretical saturation was achieved. The findings revealed that emotional, academic, and peer support are critical for the mental health of gifted students. Family support, characterized by parental encouragement and emotional reassurance, and peer support, through empathetic friendships and social inclusion, were particularly significant. Teacher support also played a crucial role in addressing both academic and emotional needs. However, several barriers to support were identified, including stigma, lack of resources, overemphasis on achievement, peer competition, and reluctance to seek help. These barriers exacerbate feelings of isolation and stress, impacting the overall well-being of gifted students. Social support networks are essential in mitigating the challenges faced by gifted students and promoting their mental health. Creating inclusive and supportive environments in educational settings, addressing barriers, and providing targeted interventions can enhance the well-being of gifted individuals. Future research should focus on longitudinal studies and the intersectionality of giftedness with other demographic factors to develop comprehensive support strategies.

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.

This study aimed to explore the impact of special education policies on the psychological well-being of exceptional students. This qualitative research employed a phenomenological approach, utilizing semi-structured interviews with 33 exceptional students recruited through online platforms. The study relied on theoretical saturation to determine the final sample size. Data were analyzed using thematic analysis with the support of NVivo software, following an inductive coding process to identify key themes related to emotional and psychological well-being, policy implementation, and future prospects of exceptional students. The results revealed three primary themes: emotional and psychological impacts, the effectiveness of special education policies, and long-term student outcomes. Participants reported experiences of stigmatization, social exclusion, and policy-related stress, which significantly affected their emotional well-being. While some students benefited from individualized education plans and supportive teacher interactions, others faced inconsistencies in policy implementation, leading to increased anxiety and uncertainty. The study also highlighted the crucial role of parental advocacy and teacher preparedness in ensuring the effectiveness of special education policies. Long-term concerns included access to higher education, career readiness, and independent living skills, with many participants expressing uncertainty about future accommodations and opportunities. The study underscores the critical influence of special education policies on the psychological well-being of exceptional students, emphasizing the need for stable, well-implemented policies, improved teacher training, and stronger parental engagement. Addressing inconsistencies in policy application and enhancing emotional support mechanisms within educational settings are essential steps toward fostering the well-being and long-term success of exceptional students.