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66 E Online Coaching as A Space For Developing Teachers' Social-Emotional Skills (Poster) Moreover, participants successfully transferred these enhanced SEL skills to their classroom practices, enriching the learning environment for their students. These results challenge traditional assumptions about the limitations of technology-mediated communication and call for a reevaluation of the MNT's applicability to contemporary educational practices. The study underscores the significant potential of online coaching as a tool for professional development, particularly in advancing SEL competencies among educators. This research offers valuable insights for teacher education programs and professional development initiatives, highlighting the unique advantages of online coaching in cultivating social-emotional skills within educational systems. As education systems continue to navigate the post-pandemic landscape, the findings emphasize the importance of leveraging online coaching as a sustainable and effective approach to fostering teacher and student success. Keywords: Social-emotional learning, online coaching, teacher training, Media Naturalness. References Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐ based universal interventions. Child Development, 82 (1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79 (1), 491-525 . https://doi.org/10.3102/0034654308325693 Kock, N. (2005). Media richness or media naturalness? The evolution of our biological communication apparatus and its influence on our behavior toward e-communication tools. IEEE Transactions on Professional Communication, 48 (2), 117-130. https://doi.org/10.1109/TPC.2005.849649 Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Sciences, 9 (2), 101. https://doi.org/10.3390/educsci9020101 Lapidot-Lefler, N. (2022). Promoting the Use of Social-Emotional Learning in Online Teacher Education. International Journal of Emotional Education, 14 (2), 19–35. https://doi.org/10.56300/HSZP5315 Williamson, B. (2021). Psychodata: Disassembling the psychological, economic, and statistical infrastructure of 'social-emotional learning'. Journal of Education Policy, 36 , 129-154. https://doi.org/10.1080/02680939.2019.1672895