PROSOCIAL BEHAVIOURAL OF SCHOOL TEACHERS IN CLASS ROOM

Displays of prosocial behaviour also have been related positively to other socially competent outcomes, including social acceptance and approval among classmates and being liked by teachers. Most of them assume that cognitive and affective skills such as perspective taking, prosocial moral reasoning, adaptive attributional styles, perceived competence, and emotional well-being provide a psychological foundation for the development of prosocial behaviour. Individual differences such as genetic and temperament characteristics also have been place the importance of school prosocial behavior and it is  typically evidenced by its vision or mission statement - documents declaring the importance of, and expectations for, school-based prosociality. It is clear that prosocial behaviour is highly valued by teachers and school personnel, as well as by children themselves. In addition, prosocial behaviour has received recent increased attention by educators due in part to interest in promoting positive aspects of psychological functioning and adjustment rather than treating maladaptive forms of classroom behaviour once they occur. At the school-level, utilization of curricula and primary prevention activities to promote prosocial behaviour in all classrooms also should be considered. Finally, school-initiated parent involvement programs should highlight practices that can promote the development of prosocial behaviour at home including the use of inductive reasoning and parental modeling of positive social interactions. Prosocial behaviour is a hallmark of social competence in teachers of all ages. However, it is clear that the developmental and socialization foundations of positive behaviour are rooted in teachers. The importance of prosocial behaviour is supported by evidence that positive forms of behaviour are related positively to a range of psychological and emotional processes, to other socially competent outcomes and to intellectual accomplishments in teachers.