75
Social-emotional skills and emotional
intelligence development programs for
elementary school teachers: a systematic
review
Edgar Fabián Torres-Hernández1
To reference this article / Cómo citar este artículo / Para citar
este artigo: Torres-Hernández, E. F. (2025). Social-emotional skills
and emotional intelligence development programs for elementary
school teachers. Revista UNIMAR, 43(1), 75-98. https://doi.
org/10.31948/ru.v43i1.4282
Reception date: July 3, 2024
Revision date: September 20, 2024
Approval date: November 8, 2024
Abstract
The present study corresponds to a systematic review of the literature,
considering a period between 2019 and January 2024, focusing specifically
on interventions aimed at promoting socio-emotional skills and emotional
intelligence in primary school teachers. Therefore, 25 relevant articles were
selected from different databases. From the review, a variety of approaches
implemented in the programs was found, all of them with positive effects in
different aspects. In addition, a positive effect on teachers’ mental health was
observed, helping to reduce stress, anxiety, depression, and job burnout. These
interventions promoted greater overall well-being among teachers, including
improvements in their quality of life and job satisfaction. The importance of
these interventions for teacher professional development is highlighted, and
recommendations for future research are offered.
Keywords: social competencies; evaluation; teacher; teaching; bibliographic
study; training program
1 Professor, Universidad de Guanajuato, México. E-mail: ef.torres@ugto.mx
Review article.
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
76
Programas de desarrollo de habilidades
socioemocionales e inteligencia emocional en docentes
de educación básica: una revisión sistemática
Resumen
El presente estudio corresponde a una revisión sistemática de la literatura, en
la cual se contempló un periodo comprendido entre 2019 y enero de 2024,
centrándose específicamente en las intervenciones dirigidas a promover
habilidades socioemocionales e inteligencia emocional en el profesorado
de educación básica. Por lo tanto, se seleccionaron 25 artículos relevantes
provenientes de diversas bases de datos. A parir de la revisión, se encontró
una diversidad de enfoques implementados en los programas, todos ellos
con impactos positivos en diferentes aspectos. Además, se observó un efecto
benéfico en la salud mental de los docentes, contribuyendo a la reducción del
estrés, la ansiedad, la depresión y el agotamiento laboral. Estas intervenciones
promovieron un mayor bienestar general entre el personal docente, incluyendo
una mejora en su calidad de vida y en la satisfacción con su trabajo. Se destaca
la importancia de estas intervenciones para el desarrollo profesional docente y
se ofrecen recomendaciones para futuras investigaciones.
Palabras clave: competencias sociales; evaluación; profesor; docencia; estudio
bibliográfico; programa de formación
Programas de desenvolvimento de habilidades
socioemocionais e inteligência emocional para
professores de educação básica: uma revisão sistemática
Resumo
O presente estudo corresponde a uma revisão sistemática da literatura,
considerando um período entre 2019 e janeiro de 2024, com foco específico em
intervenções destinadas a promover habilidades socioemocionais e inteligência
emocional em professores do ensino fundamental. Portanto, foram selecionados
25 artigos relevantes de diferentes bancos de dados. A partir da revisão, foi
encontrada uma variedade de abordagens implementadas nos programas, todas
elas com efeitos positivos em diferentes aspectos. Além disso, foi observado um
efeito positivo na saúde mental dos professores, ajudando a reduzir o estresse,
a ansiedade, a depressão e o esgotamento profissional. Essas intervenções
promoveram maior bem-estar geral entre os professores, incluindo melhorias
em sua qualidade de vida e satisfação no trabalho. É destacada a importância
dessas intervenções para o desenvolvimento profissional dos professores e são
oferecidas recomendações para pesquisas futuras.
Palavras-chave: competências sociais; avaliação; professor; ensino; estudo
bibliográfico; programa de treinamento
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
77 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Introduction
The role of the teacher goes beyond the
mere transmission of knowledge; it involves
an overwhelming emotional component that
has a direct impact on the quality of learning,
the teachers’ well-being, and the adequacy of
the teacher-student relationship (Vettori et
al., 2022). However, various studies indicate
that a significant number of elementary
teachers experience substantial challenges
in managing their own emotions and in
effectively handling emotional situations in the
classroom (Pennington et al., 2021; Valente
et al., 2019). These challenges can manifest
in high levels of stress (Ssenyonga & Hecker,
2021), agotamiento profesional (Schoeps et
al., 2021) and difficulties in developing healthy
relationships with both students and the rest
of the school community (Alarcón-Espinoza et
al., 2022).
Thus, inadequate socio-emotional skills can
have a negative impact on the quality of the
educational environment, affecting student
motivation and performance (Fontanillas-
Moneo et al., 2022). In addition, teachers who
have difficulty managing their emotions may
have difficulty adapting to change, dealing with
conflict situations, or maintaining a positive
attitude, which directly affects their ability to
provide effective and meaningful education
(Valente et al., 2020).
As a result, socio-emotional skills have acquired
a special relevance in the field of education,
focusing mainly on their development in students
(Muñoz-Oliver et al., 2022). These skills, as
an integral part of emotional intelligence, are
defined as the ability of an individual to perceive,
understand, express and manage his or her
emotions (Bru-Luna et al., 2021). In addition,
they are intrinsically linked to the interaction
with other individuals (Bisquerra & Pérez, 2007).
Although socio-emotional skills and emotional
intelligence are qualitatively different concepts,
they may be closely related and necessary
for human development (Llorent et al., 2021).
Therefore, given their differences, it is relevant
to include both dimensions in current research.
There is growing research interest in
understanding the socio-emotional skills and
emotional intelligence of teachers (Bonesso
et al., 2020). However, when compared to
programs or interventions aimed at promoting
and developing them, the proportion of the
latter is significantly lower. In addition, there
are virtually no reports of systematic literature
reviews documenting progress in the study of
these issues.
Some program-based reviews focus on the
clinical practices of nurse educators (Gcawu &
Van Rooyen, 2022) or on pedagogical models
used by physical education teachers (Rico-
González, 2023). However, there has been no
recent review of programs or interventions
that promote social-emotional skills or
emotional intelligence in elementary school
teachers. Based on the above, the question
that guided this research was: what programs
or interventions have been implemented to
promote and develop social-emotional skills
and emotional intelligence in elementary school
teachers? Therefore, the main objective of
this study is to analyze the characteristics of
research and its impact on the promotion of
social-emotional skills and emotional intelligence
in basic education teaching staff, from 2019 to
January 2024. Through this review, we seek
to contribute to the field of knowledge of said
construct, providing effective alternatives for
the personal development of teachers.
Literature review
Socio-emotional skills and emotional
intelligence in education
Socio-emotional skills include a variety of
competencies such as empathy, responsible
decision-making, conflict resolution, effective
communication, and emotional self-regulation
(Santos et al., 2023). These skills not only
influence academic performance, but also have
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
78 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
a lifelong impact, facilitating personal and professional success (Winardi et al., 2022). Emotional
intelligence, in turn, focuses on the ability to identify, understand, and manage one’s own and
others’ emotions. In the field of education, emotional intelligence is manifested in the ability to
understand and manage emotions, work appropriately with others, make informed decisions, and
pursue goals effectively (Kaur & Hirudayaraj, 2021).
Integrating these skills into the educational environment has become an essential approach for
educators. Promoting a positive school climate, implementing emotional education programs,
and training teachers are common strategies to cultivate social-emotional skills and emotional
intelligence (Khassawneh et al., 2022). The relationship between these skills and academic
achievement is clear. Students with high levels of emotional intelligence tend to have better
academic performance, greater ability to concentrate, and more positive attitudes toward learning
(Quílez-Robres et al., 2023). In addition, these skills contribute to the creation of an inclusive and
respectful school environment that fosters healthy relationships between students and educational
staff (Skura & Świderska, 2022).
Impact of Emotion management programs
Emotion management programs have proven to be valuable tools in education, especially for
teachers. Teaching and managing emotions is essential to the well-being of educators and,
therefore, to the quality of teaching and learning in the classroom (Zych & Llorent, 2020).
One of the most important impacts of emotional management programs for teachers is the
improvement of mental and emotional well-being (Penteado & Neto, 2019). Teaching can be a
demanding profession, and educators often experience elevated levels of stress (Gutiérrez-Torres
& Buitrago-Velandia, 2019). These programs provide strategies for recognizing, understanding,
and managing emotions to help teachers more effectively manage stress, frustration, and other
emotional challenges. In addition, emotional management directly contributes to the quality of the
educational environment. Educators who participate in these programs are better able to create
positive and healthy classrooms where empathy and effective communication are fostered. The
result is a school climate that is more conducive to learning, where students feel emotionally
supported and motivated to actively participate in their studies (Ismail et al., 2023).
Emotional management programs also impact the quality of interpersonal relationships in
educational settings. By developing emotional intelligence skills, teachers can build stronger
relationships with colleagues, administrators, students, and their families (Lane & Smith, 2021).
The ability to understand and respond appropriately to the emotions of others strengthens
collaboration and community in the school.
Ultimately, the impact of emotional management programs on teachers is reflected in their
resilience, job satisfaction, and ability to face the daily challenges of teaching more positively.
These programs not only benefit educators individually, but also have a cascading effect on the
overall quality of the educational environment, improving the educational experience for everyone
involved (Kaur & Kaur, 2022).
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
79 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Methodology
Search strategy
A systematic literature review was conducted, covering the period from 2019 to January 2024. The
search was conducted in the Web of Science, Scopus, Eric and Ebsco databases, using the following
Boolean operator: (‘socio-emotional skills’ or ‘emotional skills’ or ‘socio-emotional competencies’
or ‘emotional competencies’ or ‘emotional intelligence’), (teachers or educators) and (interventions
or course* or programs). Specific filters were applied: year of publication, full-text documents,
peer-reviewed or refereed publications and publications in English, Spanish and Portuguese.
The search strategy and the selection of articles were carried out individually; an expert was
invited to discuss the results and possible inconsistencies in a consensual manner. The result of
this expert’s analysis helped to improve the organization of the topics and their grouping; it also
helped to contextualize the results of the interventions. No automation tool, collective collaboration
or crowdsourcing was used during the selection process.
Inclusion and exclusion criteria
The selection of articles was based on the following criteria: 1) interventions or programs applied
to teachers at the basic level (preschool, primary and secondary); 2) documents written in
English, Spanish and Portuguese; and 3) studies that followed a qualitative, quantitative or mixed
methodology, both experimental and nonexperimental, due to the limited scientific production
on the subject and the consequent need to expand its understanding. Likewise, only the last five
years have been taken into account, since, due to current challenges, changes in educational
policies and social transformations, it is necessary to obtain a more up-to-date picture of the most
recent intervention approaches in the promotion of emotional management skills by teachers.
In terms of exclusion criteria, articles that referred to interventions with teachers in undergraduate
vocational education or with students in education or related professions were not included.
Documents that were not full-text or that were review articles were also excluded. Figure 1
illustrates the process of the review stages.
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
80 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Figure 1
PRISMA review flowchart
Note. Adapted from Page et al. (2021).
Data collection
A total of 679 articles were identified from the database search. After reviewing the titles and
abstracts, duplicate records and papers that did not focus on faculty research were eliminated. As
a result, 269 eligible studies were selected, while 231 texts were excluded because they did not
meet the inclusion criteria or because the full text was not accessible. A more detailed analysis
of the included studies was then performed, eliminating 13 documents that were considered
irrelevant according to the established criteria. Finally, a sample of 25 articles was selected for the
final analysis.
Results
Table 1, describes the main elements of the articles reviewed, specifying aspects such as authors,
year of publication, sample analyzed, and general characteristics of each study.
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
81 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Tabla 1
Artículos incluidos en la revisión
Authors N Educational
level
Experimental
design Duration Instruments Associated
variables Main results Observations
Al-Jbouri et
al., 2023 201 Primary Experimental 3 months
Overall
condence in
teaching social
and emotional
learning (SEL)
Perceptions of
student SEL
Perceptions
of classroom
climate
Perceptions
of student
motivation
and school
engagement
Perceptions
of student
academic
performance
Life satisfaction*
Classroom
climate
Motivation
and
commitment
Student
performance
and satisfaction
Strengthen self-
condence
Improve
perceptions of
social-emotional
skills and climate
Student
engagement and
motivation
Program also
implemented in
students
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
82 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Beltman
y Poulton,
2019
73 Basic Non-
experimental 5 online modules
over 2 years
Open
questionnaire
(items not
specied)
Resilience
Strengthen
emotional
management
Ability to be
more reective
Breath control
and space
appropriation
Increased
proactivity
A technology-
enhanced
distance learning
program for
Australian,
European, and
North American
teachers
Bruno et al.,
2023 19 Secondary Non-
experimental 20 hours
Bar-On
Emotional
Competence
Inventory
Not declared
Strengthening
emotional
sensitivity
Responsibility
for the reality
surrounding
teachers
None
Carbonero-
Martín et al.,
2022
190 Basic
education Experimental 32 hours Trait Metamood
Scale-24*
Improvement in
all dimensions
of teachers’
emotional
intelligence
The factors with
the greatest
impact were
emotional
awareness,
emotional
understanding,
and emotional
regulation
The article refers
to resources
used by
researchers
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
83 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Cheng, et
al., 2022 35 Preschool Experimental 6 classroom hours
and 14 hours
independently
Mindfulness in
Teaching Scale
Depresión,
ansiedad, estrés
y burnout
Signicant
improvement
in Emotional
Intelligence
Mindfulness in
the classroom
Reduced burnout
and depression
Improved
present moment
awareness
and emotional
regulation
Increased
compassion and
acceptance
Program based
on mindfulness
or full attention
Chianese
y Prats
Fernández,
2021
20 Secondary Non-
experimental 25 hours
Emotional
Development
Questionnaire
Focus Group
Technique
Not declared
Increase
emotional
autonomy and
social skills
Better use of
teaching and
coaching skills
Recovering
student
perceptions
Cristóvão et
al., 2020 7 Primary Non-
experimental
30-45 minutes
a week for two
years Interviews Not declared
Personal growth
in relationships
with students,
in the learning
process, and
in integration
into the school
community
Program
also focused
on student
population
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
84 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
De Carvalho
et al., 2021 13 Primary Experimental 30 hours
Five facets of
Mindfulness
Questionnaire
Emotion
Regulation
Questionnaire
Self-compassion
Scale
Teacher ecacy
Scale
Mental Health
Continuum
Maslach Burnout
Inventory
Observation
Guide
Classroom
climate
Mindfulness
Self-ecacy
Burnout
Well-Being
Self-compassion
Signicant
increases in
mindfulness,
emotional
regulation, self-
ecacy, and
well-being skills
Decrease
in burnout
symptoms
Signicant
improvement
in teacher
classroom
behavior
Program based
on mindfulness
or full attention.
Perceptions
collected from
teachers,
students, and
parents
Eraldemir-
Tuyan, 2019 17 Basic level Non-
experimental 30 hours Map and
Checklist Meaningful
learning
Signicant
learning achieved
through the
teacher-student
relationship
Applies to
English teachers
only
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
85 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Giordano et
al., 2021 15 Basic level Non-
experimental 8 weeks, approxi-
mately 16 hours
Teaching
Pyramid
Observation Tool
Fidelity to
framework
Greater
motivation to
change
Use of internal
(colleagues)
and external
(experts outside
the institution)
coaching
Haslip y
Donaldson,
2021
17 Basic level Non-
experimental 20 hours Planning and
Reection
Worksheet
Strength of
character
Teachers were
more likely to
use kindness,
leadership,
fairness, hope,
love, self-
regulation,
persistence,
forgiveness, and
humility to meet
work challenges
related to
working with
children,
colleagues,
parents, and
themselves.
Better
adjustment to
work
Ninguna
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
86 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Hatzichristou
et al., 2021 429 Basic level Non-
experimental 4 years, time not
specied
The School
as a Caring
Community
Prole-II-SCCP-
II Questionnaire
Subjective
Well-Being and
Resilience
Better support
for immigrant or
refugee students
Greater
acceptance
Increased
teamwork
Greater
expression of
student emotions
International
and multicultural
online program
Iskandar et
al., 2021 30 Basic level Non-
experimental Not specied
Program
Evaluation
Survey and
Interview
Pedagogical and
Technological
Content TPACK
Understanding
the pedagogical
model inuences
the improvement
of emotional
management
Program focused
on improving
teacher
performance
Izquierdo et
al., 2022 70 Primary Experimental 14 weeks Emotional
Quotient
Inventory None
Enhance
intrapersonal and
interpersonal
intelligence
Improve stress
management,
adaptability, and
mood
None
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
87 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Luong et al.,
2019 46 Secondary Non-
experimental 8 weeks, approxi-
mately 16 hours
Mindfulness
Inventory
Perceived Stress
Questionnaire
Hospital Anxiety
and Depression
Scale
General Self-
Ecacy Scale
Teacher Self-
Ecacy Scale
Self-Regulation
Scale
Emotional
Regulation Skills
Questionnaire
Interpersonal
Problems
Inventory
Openness to
Experience Scale
Thinking Test
for Creative
Production
Unusual uses
of the Verbal
Creativity Test
(VCT)
Interviews
Mental health
and creativity
Stress Reduction
Coping with
negative
emotions and
their impact on
interpersonal
experiences
Increased self-
care
Mindfulness
applied to
teachers and
students
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
88 Edgar Fabián Torres-Hernández
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Martinsone
et al., 2020 312 Basic level Non-
experimental 4 months Open and online
questionnaire None
Increased
emotional
literacy for both
teachers and
students
Increased
capacity for
reection
International
program;
student opinions
collected
Martyniak
y Pellitteri,
2020
60 Preschool Experimental 3 months
Polish Mayer-
Salovey-Caruso
Emotional
Intelligence Test
None
Signicant
increase in
facilitation
Emotional
intelligence
knowledge and
regulation
Applies to
women only
Mihić et al.,
2020 25 Basic level Experimental 30 hours
Cuestionario de
cinco facetas
para la atención
plena
Five-Facet
Mindfulness
Questionnaire
Maslach Burnout
Inventory
Self-Compassion
Short Form
Scale
Compassion for
Others Scale
Digital Blood
Pressure and
Heart Rate
Monitor
Mindfulness,
Burnout,
Self-Pity and
Compassion
Blood Pressure
and Heart Rate
Increase self-
compassion and
mindfulness
Improve self-
observation and
compassion
Lower heart rate
Mindfulness-
based program,
including
physiological
data
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
89 Edgar Fabián Torres-Hernández
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e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Pozo-Rico et
al., 2020 70 Primary Experimental 14 weeks
Perceived Stress
Questionnaire
Perceived Stress
Scale
RED
Questionnaire
Maslach Burnout
Inventory
Emotional
Quotient
Inventory
Perceived stress
Burnout at work
Psychosocial
risk at work
Improve stress
management and
reduce burnout
Introducing
emotional
intelligence into
the classroom
Increased
competence in
the use of ICT
Online program
implemented
during COVID-19
Pandemic
lockdown
Pozo-Rico et
al., 2023 70 Primary Experimental 14 weeks
Connor-
Davidson
Resilience Scale
Spanish version
of the Resilience
Scale
Goldberg Mental
Health Scale
Psychological
Well-Being Scale
Trait Meta-Mode
Scale
Norwegian
Teacher Self-
Ecacy Scale
Subjective
well-being, self-
ecacy and
resilience
Positive impact
on teacher well-
being, resilience,
emotional
literacy, and self-
ecacy
Program
delivered in-
person and
remotely
Pozo-Rico
y Sandoval,
2020
23 Primary Experimental 7 weeks Student Grade
Records Gamication Improve student
academic
performance
Evaluation of
results in terms
of impact on
students
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
90 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
Schoeps et
al., 2019 135 Basic level Experimental 10 hours
Burnout
Inventory in
Spain
Depression,
Anxiety and
Stress Scales
Rosenberg Self-
Esteem Scale
Life Satisfaction
Scale
Depression,
anxiety, stress,
burnout, self-
esteem, and life
satisfaction
Reduced burnout
and emotional
symptoms
(anxiety,
depression, and
stress)
Increased self-
esteem and life
satisfaction
None
Sheridan et
al., 2019 48 Preschool Experimental 48 hours Student-Teacher
Relationship
Scale*
Teacher-
Student
Relationship
Improvement of
the relationship
between faculty
members and
students
Program
also focused
on student
population and
parents
Stejskalová
et al., 2022 27 Preschool
and primary
school
Non-
experimental 26 hours
Teamwork
and classroom
climate
questionnaires
Teamwork
and classroom
climate
Improved
communication
awareness
and emotional
intelligence
None
Tatalović
Vorkapić et
al., 2023
76 Basic level Experimental 16 hours
Teacher
Eectiveness
Connor
Davidson
Resilience
Teacher Social
and Emotional
Competence
Short Burnout
Scale
Self-ecacy,
resilience, and
burnout
Strengthen
self-ecacy,
resilience, and
social-emotional
skills
None
Note. *The names of the instruments have been translated into Spanish.
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
91 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
First of all, it should be noted that some of the
interventions were carried out remotely (n=4).
It is natural to assume that, due to the period of
confinement caused by the COVID-19 pandemic
and the consequent restructuring of school work
mediated by technology, remote modalities
were integrated. However, this phenomenon
was preceded by research with the following
characteristics.
Another aspect worth mentioning is that in
addition to the programs implemented for
teachers, the student population was also
involved (n=4); in one case, parents were too
implicated. It should be noted that different
techniques and approaches were used to
strengthen teachers’ emotional management
skills, such as professional or pedagogical
development programs, and others that put
special emphasis on mentoring or coaching,
mindfulness, effective communication, self-
awareness, conflict resolution, or positive
feedback.
In terms of the research design of the programs
implemented, a wide variety was observed,
including both experimental and nonexperimental
studies. In some cases, exclusively qualitative
approaches were adopted (n=5), using data
collection instruments such as questionnaires,
interviews, checklists and worksheets or
reflection sheets. The quantitative approach
predominated in the analysis of the scope of the
interventions (n=13), while other studies opted
for mixed or complementary approaches (n=7).
It should be noted that in one case, the focus
group technique was used with the participants
of the project as part of the evaluation of the
programs. The most commonly used instruments
were primarily those related to socio-emotional
skills and emotional intelligence (n=13), followed
by the Maslach Burnout Scale (n=4), teacher
self-efficacy scales (n=4), stress measurement
scales (n=4), and those measuring mindfulness
(n=3).
The characteristics of the participants and
the duration of the programs varied. First,
one study included only seven teachers, while
others, more than 100 teachers (n=6). It is
worth noting that the latter involved students
(n=2) and even parents (n=1). In most cases,
the sample of teachers did not exceed 100
participants (n=19). Secondly, the duration of
most of the interventions ranged from 10 to
48 hours (n=14); in the rest, less specific time
periods were observed, ranging from seven
weeks to four years (n=10). In one case, the
duration was not specified.
The analysis identified three areas in which the
programs had a positive impact on teachers:
mental health, overall well-being, and the quality
of the educational environment.
Benefits for teachers’ mental health
One of the most relevant aspects was a
significant decrease in levels of stress, anxiety,
depression and exhaustion (Cheng, et al., 2022;
Izquierdo et al., 2022; Luong et al., 2019). In
addition, a decrease in symptoms related to
mental health problems was observed (Schoeps
el al., 2019). On the other hand, an increase in
self-awareness, self-care, and self-compassion
was detected, derived from the regular practice
of reflection and mindfulness promoted by the
mindfulness technique (Luong et al., 2019;
Mihić et al., 2020). Significant increases were
also observed in other characteristics, such
as resilience, subjective well-being, and self-
esteem (Pozo-Rico et al., 2023; Tatalović
Vorkapić et al., 2023).
Collaterally, the interventions also benefited
students by increasing their social skills and
improving their relationships with peers and
parents (Hatzichristou et al., 2021; Sheridan et
al., 2019). Finally, the programs reduced stress,
anxiety, depression, and burnout, and improved
self-awareness, self-care, and resilience.
Mindfulness-based approaches have shown
consistent results, and some programs have
also shown benefits for students and parents.
General well-being
Regarding the participants’ perception of their
own well-being, an increase was observed, as
well as the quality and satisfaction with their
own life (De Carvalho et al., 2021; Schoeps et
al., 2019). On the other hand, and in relation to
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
92 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
their work, teachers reported a positive impact
on their pedagogical practice (Cristóvão et al.,
2020; Iskandar et al., 2021), along with greater
motivation and commitment to their work (Al-
Jbouri et al., 2023). Another positive aspect was
the increase in socio-emotional skills, both in
the faculty and in the student population (Bruno
et al., 2023; Chianese & Prats, 2021).
Teachers reported increased life satisfaction
and a positive impact on their teaching practice.
The programs also showed benefits for both
teachers and students.
Improving the quality of the school
environment
As a priority and depending on the object
of study of the reviewed interventions,
a significant impact was observed in the
improvement of socio-emotional skills and
emotional intelligence, mainly in teachers, but
also in students o (Beltman & Poulton, 2019;
Carbonero-Martín et al., 2022; Eraldemir-Tuyan,
2019; Martinsone et al., 2020; Martyniak &
Pellitteri, 2020; Tatalović Vorkapić et al., 2023).
As a result, relationships between teachers and
students were also strengthened (Bruno et al.,
2023; Haslip & Donaldson, 2021; Hatzichristou
et al., 2021; Sheridan et al., 2019). Moreover,
at the academic level, several transformations
were observed: the effective implementation of
innovative teaching methods (Giordano et al.,
2021; Pozo-Rico et al., 2023), improvements
in classroom climate and attitudes towards
learning (Martinsone et al., 2020; Stejskalová
et al., 2022) and, as a consequence, an
increase in academic performance (Pozo-Rico
y Sandoval, 2020).
It can be said that these programs strengthen
the socio-emotional skills and emotional
intelligence of teachers and students, which
in turn improves relationships and classroom
climate. Some programs also have an impact on
academic achievement and the implementation
of innovative teaching methods.
Discussion
The purpose of this study was to analyze the
characteristics of research and its impact
on the promotion of socio-emotional skills
and emotional intelligence in basic education
teachers from 2019 to January 2024. Despite
the small number of interventions in favor of
the management of emotions, it was possible
to identify some patterns of action worth
mentioning.
Overall, each intervention had a positive impact
on the development of socio-emotional skills
and emotional intelligence, either in combination
or in some of its components. This contributes
to the field of teacher training, from their time
at university (Aspelin & Jonsson, 2019) ) to
their continuing education (Jones et al., 2019),
and provides benefits such as strengthening
their own efficacy, better adapting to the
environment around them, and maintaining
positive interpersonal relationships (Alarcón-
Espinoza et al., 2022). This underscores the
importance of continued research on the long-
term effects of these programs on teacher well-
being and performance.
In addition, an improvement is observed in
other psychological aspects of the participants,
such as symptoms related to stress, anxiety,
depression, burnout and resilience, promoting
an increase in overall well-being. This may be
due to the fact that emotional management
skills are associated with the promotion of
more adaptive living conditions and healthier
lifestyles (Montero & Florentino, 2023). It may
be valuable to explore whether these benefits
are maintained after the intervention, and
how they may affect faculty retention and job
satisfaction.
The approach of the programs analyzed was
varied, as were the research designs and data
collection instruments. In terms of approach,
group interventions predominated, promoting
reflection and sharing of experiences among
participants, facilitating beneficial collaboration,
and reinforcing positive psychological practices
(Schussler et al., 2020).
Regarding research designs, experimental
and nonexperimental studies were observed.
The latter may have some drawbacks, such as
the lack of defined and standardized outcome
measures and the inability to conduct meta-
analyses that can estimate objective effect
Social-emotional skills and emotional intelligence development programs for elementary
school teachers: a systematic review
93 Edgar Fabián Torres-Hernández
Revista Unimar Enero-Junio 2025
e-ISSN: 2216-0116 ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimar
Rev. Unimar Vol. 43 No. 1 pp. 75-98
sizes (Townsley et al., 2023). Future studies
could compare the effectiveness of different
methodological approaches and examine which
elements of interventions are most critical in
achieving positive outcomes.
On the other hand, the instruments used
are mostly self-report and, although they
are inexpensive and easy to use, they can
lead to bias because individuals can make
significantly different assessments of emotional
management. Therefore, it is necessary to
include other ways of evaluating the impact of
the programs implemented (Aldrup et al., 2020).
In addition to the above, the duration of the
different interventions varied; this may be due to
various conditions, such as the nature and scope
of the intervention, the underlying theoretical
models, its purposes, the configuration of the
samples, the evaluation, and the possibility
of transferring the learning to the daily
environment of the individuals. If sufficient
attention is paid to the above-mentioned
aspects, positive psychology interventions may
have greater replicability. It is recommended
to complement these measures with objective
indicators, such as classroom observations or
teacher performance evaluations, to obtain a
more complete picture of the impact of the
programs.
There are some limitations to this work that
should be noted. First, there is a possible risk
of bias associated with the publication of those
works that have proven successful in promoting
socio-emotional skills or emotional intelligence
in teachers, probably leaving out those that had
neutral results or no significant changes in the
participants’ management of emotions, affecting
the validity of the results. Another limitation
is the issue of measurement, as the use of
different actions to evaluate the effectiveness
of the programs makes it difficult to compare
across studies. Similarly, there may be bias at
the level of the review, mainly related to the
search and selection of studies, as well as the
communication of results.
To mitigate these limitations, it is recommended
to broaden the search to include reports from
academic conferences and exploration of other
databases, to make the inclusion criteria more
flexible, and to invite expert peers to verify the
systematicity of the review and the transparency
in the presentation of the results, with the aim
of avoiding the selective omission of relevant
information.
On the other hand, the evidence found must be
taken with some reservations, mainly because
the programs evaluated are specific contexts
with heterogeneous evaluation techniques and
instruments. This fact makes it preferable to
consider experimental designs, with greater
control of the variables, as well as randomization
in the composition of participants, which
allows increasing their external validity or a
greater possibility of generalizing their results
(Manterola et al., 2013).
Conclusiones
Promoting the social-emotional skills and
emotional intelligence of teachers is essential to
cultivating a positive educational environment
and improving the academic performance
and well-being of students. By implementing
effective interventions, educational institutions
can empower teachers to develop and strengthen
their emotional skills and intelligence, creating
an environment conducive to learning and the
emotional well-being of all involved (Vizoso-
Gómez, 2022).
Conflict of interest
The author declares that he has no conflict of
interest in the conduct of this research.
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Contribution
All authors participated in the preparation of the
manuscript, read, and approved it.
