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<p>Emotional Intelligence (EI) intervention programs have gained increasing attention for their potential to enhance various aspects of individuals’ lives. Within the teaching population, where stress and burnout are prevalent, the efficacy of EI training programs holds particular significance. Despite previous research indicating positive outcomes of EI training, there remains a need to comprehensively evaluate the effectiveness of these interventions within educational settings. This study aims to address this gap by examining the impact of such training programs on teachers’ EI, well-being, and work-related outcomes. A systematic review was conducted, analyzing 27 studies that investigated the efficacy of EI intervention programs among teachers. Overall, the reviewed studies suggest that EI training programs can contribute to improvements in teachers’ emotional competencies and several work-related and well-being outcomes. However, the strength of this evidence is limited by methodological shortcomings, including heterogeneous intervention designs, inconsistent theoretical frameworks, and the predominant use of self-report measures. This review critically synthesizes the existing literature and outlines recommendations to support the development of more theoretically grounded and methodologically rigorous EI interventions for teachers.</p>

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Emotional intelligence training programs for teachers: a systematic review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月2日

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  • Alessandro Geraci,
  • Lidia Scifo,
  • Antonella D’Amico,
  • Pablo Fernández-Berrocal,
  • Rosario Cabello

摘要

Emotional Intelligence (EI) intervention programs have gained increasing attention for their potential to enhance various aspects of individuals’ lives. Within the teaching population, where stress and burnout are prevalent, the efficacy of EI training programs holds particular significance. Despite previous research indicating positive outcomes of EI training, there remains a need to comprehensively evaluate the effectiveness of these interventions within educational settings. This study aims to address this gap by examining the impact of such training programs on teachers’ EI, well-being, and work-related outcomes. A systematic review was conducted, analyzing 27 studies that investigated the efficacy of EI intervention programs among teachers. Overall, the reviewed studies suggest that EI training programs can contribute to improvements in teachers’ emotional competencies and several work-related and well-being outcomes. However, the strength of this evidence is limited by methodological shortcomings, including heterogeneous intervention designs, inconsistent theoretical frameworks, and the predominant use of self-report measures. This review critically synthesizes the existing literature and outlines recommendations to support the development of more theoretically grounded and methodologically rigorous EI interventions for teachers.