Resumo

LIMA JUNIOR, Elias José de  e  IAOCHITE, Roberto Tadeu. Relationship between teacher self-efficacy to support student well-being, self-efficacy to regulate emotions and prosocial behavior in teachers. R. Bras. Est. Pedag. [online]. 2025, vol.106, e5798.  Epub 01-Abr-2025. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.106.5798.

The World Health Organization and the Brazilian National Common Curricular Base defend the implementation of comprehensive health in the school context, which assumes the socio-emotional well-being of the student. The role of the teacher is fundamental to this implementation. Studies indicate that among the determinants of teaching behavior are their socio-emotional characteristics and self-efficacy. This current study seeks to analyze the relationship between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of prosocial actions with teachers. In order to achieve this objective, a quantitative study of a descriptive and correlational scope was carried out. A total of 229 basic education teachers participated in this study. Results employing path analysis revealed that the model that presents the best fit is the one in which self-efficacy to regulate emotions has a direct effect in the self-efficacy to support student well-being, which, in turn, has a clear outcome on the practice of actions associated with the student's well-being, and this, ultimately, has a true impact on the development of pro-social behaviors.

Palavras-chave : self-efficacy; well-being; emotions; prosocial.

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