Abstract
Background: Emotional Intelligence (EI) has become a key factor in educational environments, which facilitates and contributes to the mental well-being of teachers, and therefore, favours the teaching and learning process. However, education professionals are under constant stress. This stress is caused by a large number of social interactions, the new skills to be acquired, and the workload, developing in many situations the Burnout Syndrome (BS). Methods and Results: The study presents a systematic review, paying special attention to the scientific literature that combines IE and BS in the work performance of teachers as fundamental factors in the work carried out by educators at different educational stages, as well as the influence they have on the quality of the teaching-learning process. The Web of Science (WOS) has been used as a database, obtaining a total of 36 scientific articles intimately related to the topic of the work, published between 2005 and 2017. Many studies show that teachers are increasingly experiencing high feelings of stress, which affect the quality of education, as well as the relevance of developing emotional intelligence, which helps prevent these negative feelings from appearing. Conclusions: EI is a capacity that should be developed in teachers, since it gives the individual the ability to regulate his emotions, making him stronger in terms of decision-making in daily situations in the teaching environments, as well as being a key factor for the success of education. Through the positive reinforcement of EI, levels of stress and anxiety that worry society so much are reduced, since this avoids the feeling of frustration before their professional realisation, which leads to improved teaching practice, health and mental well-being of teachers.
Highlights
Teacher performance is marked by a large number of competencies and skills that they have to acquire throughout their professional careers
A total of studies were included in this systematic review, which represent 59.01% of the total of work developed on this subject
The latter leads to better levels of IE and facilitates a wide network of friendships and interpersonal relationships, which enhances the mental well-being of teachers (Ghanizadeh and Royaei 2015; Zysberg et al 2017)
Summary
Teacher performance is marked by a large number of competencies and skills that they have to acquire throughout their professional careers. The continuous contact with students, parents, or legal guardians or relations with peers, generates an accumulation of stress and tension that often leads to the Burnout Syndrome (BS). In this sense, teaching in educational settings is considered to be that which requires great professional competence, since it requires its own code of ethics, which is included in a set of principles, which deal with human behaviour (Ashraf et al 2017). Emotional Intelligence (EI) has become a key factor in educational environments, which facilitates and contributes to the mental well-being of teachers, and favours the teaching and learning process. Through the positive reinforcement of EI, levels of stress and anxiety that worry society so much are reduced, since this avoids the feeling of frustration before their professional realisation, which leads to improved teaching practice, health and mental well-being of teachers
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