Urban STEM Teachers' Social-Emotional Competencies and Teaching Efficacy in Post-Pandemic Workplace

This study investigated science, technology, engineering, and mathematics teachers’ social-emotional competencies, professional development in social-emotional learning, and teaching self-efficacy in urban secondary schools serving many English learners. Findings revealed significant gaps in teaching self-efficacy and social-emotional competencies following the pandemic, with limited engagement in professional development focused on social-emotional learning.