Teachers’ perceived competence and professional uncertainty when managing micro-exclusions and identity-related classroom dynamics

Teaching is increasingly recognised as emotionally and relationally demanding work, particularly when teachers manage subtle peer dynamics and identity-related classroom interactions. While research on teachers’ social and emotional competence has highlighted its importance for classroom climate, less is known about how teachers experience competence and uncertainty in specific, high-stakes situations involving micro-exclusions and identity-sensitive dynamics. This study examines teachers’ perceived competence and professional uncertainty in managing micro-relational classroom processes and identity-related interactions, and explores how these domains intersect across levels. The sample comprised 346 in-service teachers from primary, lower secondary, and upper secondary schools in Italy. A convergent mixed-methods design was adopted. Teachers completed two self-report measures assessing perceived competence in managing micro-relational processes (MEPRC) and identity-sensitive classroom dynamics (I-ISEC), alongside open-ended questions. Quantitative data were analysed using descriptive and correlational analyses, while qualitative data were examined through reflexive thematic analysis. Integration was achieved through a joint display. Teachers reported relatively high perceived competence overall, alongside lower confidence in post-conflict repair, protection from peer pressure, and prevention of microaggressions. Micro-relational competence showed a school-level gradient, with increasing difficulty in secondary settings, whereas identity-sensitive competence did not vary by school level. Qualitative findings highlighted invisible peer dynamics, identity-related language, and professional uncertainty linked to boundary negotiation. Teachers’ difficulties in managing micro-exclusions and identity-sensitive dynamics reflect situated professional dilemmas rather than attitudinal deficits. These findings refine conceptualisations of teacher competence by foregrounding the normative and relational conditions under which emotionally demanding classroom work is enacted.