SYSTEMATIC REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1640968
This article is part of the Research TopicEmotional Intelligence in Educational Psychology: Enhancing Learning and DevelopmentView all 12 articles
Psychological Resources and Interventions for Teachers' Emotional Competence and Well-being: A Systematic Review
Provisionally accepted
- Kore University of Enna, Enna, Italy
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Teachers are increasingly exposed to emotional and organizational stressors that affect their psychological well-being and professional functioning. Emotional Intelligence (EI) and Reflective Functioning (RF) have emerged as key protective factors in preventing burnout and promoting Quality of Life (QoL) in educational contexts. This systematic review synthesizes evidence from 42 empirical studies-including both psychological interventions and observational research-published between 2010 and 2024. Following PRISMA guidelines, articles were selected from EBSCO, PubMed, and Google Scholar. The findings indicate that programs focusing on emotional regulation, mindfulness, and reflective capacity tend to improve teachers' emotional competencies and psychological resilience. Correlational studies also emphasize the moderating role of personality traits and contextual factors. However, the methodological heterogeneity and limited use of longitudinal designs highlight the need for more standardized and targeted approaches. Overall, the review underscores the importance of promoting psychological resources and structured interventions to support teacher well-being and reduce burnout.
Keywords: Emotional Intelligence, reflective functioning, burnout, Teachers' well-being, Psychological resources, Systematic review, educational contexts
Received: 04 Jun 2025; Accepted: 28 Jul 2025.
Copyright: © 2025 Cervellione, Lombardo and Calogero. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Brenda Cervellione, Kore University of Enna, Enna, Italy
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