EMOTIONAL INTELLIGENCE AND TEACHERS’ SOCIOEMOTIONAL COMPETENCIES: A SCIENTIFIC REFLECTIVE ESSAY FOR CARE, EFFECTIVENESS, AND CLASSROOM CLIMATE
DOI:
https://doi.org/10.56219/dialctica.v3i30.6131Keywords:
emotional intelligence, emotion regulation, teacher burnout, teachers’ socioemotional competence, teaching professionAbstract
In today's educational institutions, teaching takes place in emotionally demanding environments that directly impact professional well-being and classroom climate. For this reason, this reflective essay analyzes the role of emotional intelligence and teachers' socio-emotional competencies in educational quality, teacher well-being, and classroom climate. The central problem addressed in this text is the persistence of school contexts characterized by high emotional demands, interpersonal conflict, pressure for results, demands for coexistence, attention to diversity, and excessive workload. In these contexts, teachers are expected to regulate their own emotional world and that of the classroom without systematic training or sufficient institutional support. The objective is to argue, through a narrative literature review and critical integration of empirical evidence, that emotional intelligence and teachers' socio-emotional competence should be understood as professional competencies that can be trained and assessed ethically and contextually. Methodologically, this involves connecting an interpretive synthesis of recent literature, including instrument validations, correlational studies, training interventions, and narrative and systematic reviews, with foundational sources on intelligence, regulation, and emotional labor. The main findings of the analysis indicate that students' perceptions of stress and teacher burnout are associated with how teachers' socio-emotional competence is judged; emotional intelligence and emotional regulation are related to burnout, job satisfaction, and classroom management; and there are training programs, such as mindfulness, coaching, and emotional education, with promising effects, although these depend on the context and implementation. It is concluded that socio-emotional teacher training should be integrated into initial and ongoing teacher training and accompanied by supportive institutional conditions that recognize emotional labor as an integral part of the teaching profession.
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