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Social, emotional and pedagogical competencies are an important segment in the pedagogical work of teachers and are crucial for the formation and cultivation of pro-social behaviour of pupils. The imperative of modern education is not only reflected in the possession of professional knowledge of teachers, but also in managing emotional and social relations in the classroom. The aim of this research relates to the importance of teachers’ social, emotional and pedagogical competencies for the pro-social behaviour of students. The sample and population were teachers of ten elementary schools on the territory of the City of Niš who were of different gender and length of work experience. The paper used a descriptive survey research method, scaling technique, and Likert type scale designed for research purposes. The results of the research show that there is a statistically significant difference in the possession of teachers’ social, emotional and pedagogical competencies in relation to gender, whereas such differences are not determined in relation to the length of the teacher’s working experience. The obtained results led us to the conclusion that higher levels of social, emotional, and pedagogical competencies of teachers are needed to develop and nurture the prosocial behaviour of students. According to the above, several pedagogical implications have been imposed: reform changes in the educational system as a whole, continuous professional support of educational authorities for teaching staff in the field of stimulating their interest in adopting and applying strategies and skills directed towards education of pro-socially oriented individuals, and the implementation of teachers’ programs which will include socio-emotional aspects of work in schools.

Social, Emotional and Pedagogical Competence of a Teacher as a Prerequisite for the Prosocial Behavior of a Student