Mechanism-Based Model of Teacher Competence: Explaining How Instructional Practices and Contextual Support Shape the Socio-Emotional Development of Students with Dyslexia

Abstract

Dyslexia is increasingly recognised as a learning difficulty that also carries important socio-emotional implications. However, research on teacher competence remains fragmented and mainly descriptive, with limited explanation of how teacher competence shapes students’ socio-emotional development. To address this gap, this study conducted a systematic literature review of empirical studies published between 2022 and 2025 on teacher competence in supporting the socio-emotional development of students with dyslexia. Following PRISMA 2020 guidelines, 21 studies were systematically identified and synthesised using a thematic approach. The findings conceptualise teacher competence as a dynamic and multidimensional construct comprising knowledge, instructional practices, socio-emotional responsiveness, and professional self-efficacy. The analysis further identifies instructional practices as the primary mechanism through which professional competence influences socio-emotional outcomes, while contextual factors, including intervention programmes and school-level support, shape the strength of this relationship. Based on this synthesis, the study proposes a mechanism-based explanatory model that advances existing literature by shifting the focus from domain-based descriptions to a process-oriented understanding of teacher competence. The findings contribute to theory by offering a dynamic and context-sensitive framework, while also providing practical implications for teacher education, classroom practice, and policy development in special education.