A Person-Centered Analysis of China Special Education Teachers’ Social Emotional Competence:Profiles and Relations with Work Engagement

Using a person-centred approach, this study examined profiles of social emotion competence among special education teachers and their relationships with demographic factors and work engagement. A total of 1,194 special education teachers in China completed the Teachers’ Social Emotional Competence Scale and the Work Engagement Scale. Results identified two distinct profiles of social emotion competence among teachers: ‘External Performative’ and ‘Spontaneous Rational’. Years of service, establishment type, and salary level were significant determinants of teachers’ profile membership. Teachers with Spontaneous Rational profiles demonstrated higher work engagement than those in the External Performative profile. These findings contribute to the international literature on social emotion competence in special education teachers and offer practical implications for tailored teacher training.