Teachers’ socioemotional skills and competences: An umbrella review
- María Sánchez Munilla Universidad Complutense de Madrid https://orcid.org/0000-0001-6689-7170
- María Begoña García Domingo Departamento de Investigación y Psicología en Educación https://orcid.org/0000-0002-5784-0460
- Daniel García Pérez Departamento de Investigación y Psicología en Educación, Universidad Complutense de Madrid. https://orcid.org/0000-0002-5697-1792
- - Isabel Inmaculada Asensio Muñoz Departamento de Investigación y Psicología en Educación, Universidad Complutense de Madrid. https://orcid.org/0000-0003-3523-570X
Abstract
An indicator of the importance of teachers' socio-emotional skills and competencies (SECs) is reflected in the volume of both primary and secondary research published on the subject. This article summarizes the current state of knowledge and evidence available to date, with the aim of informing future research and educational practice. To achieve this, 13 review articles were synthesized, identified across the databases EBSCO, Dialnet, Scopus, Web of Science, and Google Scholar. The quantitative synthesis encompasses 350 primary studies involving nearly 84,000 teachers, either in training or in practice, across all educational levels, spanning five continents over the last three decades. The qualitative synthesis reveals that research on this topic is conceptually heterogeneous, highlighting that SECs impact teachers' well-being and effectiveness. Consequently, a clear implication for improvement involves incorporating social-emotional learning (SEL) into initial teacher training programs. Additionally, a list of the main instruments used to measure SECs in the synthesized research is provided, along with methodological recommendations to enhance research and educational practice on this topic.
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References
Álvarez, M.M. & Asensio-Muñoz, I.I. (2020). Evidencias de validez de una medida de competencias genéricas. Educación XX1, 23(2), 337-366. http://doi.org/10.5944/educXX1.25896
Anguera, M. T. (2023). Revisitando las revisiones sistemáticas desde la perspectiva metodológica. RELIEVE, 29(1). http://doi.org/10.30827/relieve.v29i1.2775
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8, 19–32. https://doi.org/10.1080/1364557032000119616
Aromataris, E., Fernandez, R., Godfrey, C., Holly, C., Khalil, H., & Tungpunkom, P. (2020). Umbrella Review. En E. Aromataris, C. Lockwood, K. Porritt, B. Pilla, & Z. Jordan (Eds). JBI Manual for Evidence Synthesis. https://doi.org/10.46658/JBIMES-24-08
Asensio, I. (2024). ¿Quién quiere ser profesor?. En M. Castro e I. Egido (Eds.), Qué sabemos sobre el profesorado. Políticas, evidencias y perspectivas de futuro (pp. 47-86). Narcea.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18, 13-25. https://www.psicothema.com/pdf/3271.pdf
Bisquerra, R., & López-Cassá, E. (2021). La evaluación en la educación emocional: Instrumentos y recursos. Aula Abierta, 50(4), 757-766. https://doi.org/10.17811/rifie.50.4.2021.757-766
Boyatzis, R. (2006). Using tipping points of emotional intelligence and cognitive competencies to predict financial performance of leaders. Psicothema, 18, 124-131. https://www.psicothema.com/pdf/3287.pdf
Caballero, M., & Llorent, V.J. (2022). Los efectos de un programa de formación docente en neuroeducación en la mejora de las competencias lectoras, matemáticas, sociales, emocionales y morales de estudiantes de secundaria. Un estudio cuasi-experimental de dos años. Revista de Psicodidáctica, 27, 158–167. https://doi.org/10.1016/j.psicod.2022.04.001
Camilli, C., Arroyo, D., Asensio, I. I., & Mateos, P. (2020). Hacia la educación basada en la evidencia: un método y un tema. Revista Electrónica En Educación Y Pedagogía, 4(6), 69-85. https://doi.org/10.15658/10.15658/rev.electron.educ.pedagog20.05040606
CASEL. (2013). Effective social and emotional learning programs. Preschool and Elementary School Edition. https://files.eric.ed.gov/fulltext/ED581699.pdf
Cohen, J. A. (1960). Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. http://doi-org/10.1177/001316446002000104
Delgado-Villalobos, M., & López-Riquelme, G. O. (2022). Evaluaciones de las competencias socioemocionales en el contexto educativo: una revisión. Revista ConCiencia EPG, 7(1), 43-74. https://doi.org/10.32654/ConCienciaEPG/Eds.especial-3
Díez, M.d.C., Marcos-Sánchez, R., Zaragoza-Benzal, A., & Ferrández, D. (2024). Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers. Educ. Sci, 14, 228. https://doi.org/10.3390/educsci 14030228
Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de la Educación, 74-97.
García-Domingo, B., & Pérez-Bonet, G. (2024). Evolución temporal y diferencias en la competencia emocional de maestros en formación y en ejercicio. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 135-149. https://doi.org/10.6018/reifop.580951
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. http://doi.org/10.1111/j.1471-1842.2009.00848.x
Gross, J. J. (1998). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
Jennings, P., & Greenberg, M. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
López-López, J.A., Rubio-Aparicio, M., & Sánchez.Meca, J. (2022). Overviews of Reviews: Concept and Development. Psicothema, 34(2), 175-181. https://doi.org/10.7334/psicothema2021.586
Lozano-Peña, G. M., Sáez-Delgado, F. M., & López-Angulo, Y. (2022). Competencias socioemocionales en docentes de primaria y secundaria: una revisión sistemática. Páginas de Educación, 15(1), 1-22. https://doi.org/10.22235/pe.v15i1.2598
Martínez-Saura, H. F., Calderón Luquin, A.; Sánchez-López, M. C. (2024). Programas de formación emocional inicial y permanente para docentes de Educación Infantil y Primaria: una revisión sistemática. Revista Complutense de Educación, 35(1), 21-32. https://dx.doi.org/10.5209/rced.82389
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? En P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). Basic Books.
Merchán, I.M., & González, J.D. (2016). Autopercepción socioemocional de maestros de Educación Primaria: estudio comparativo entre maestros en formación maestros en activo de la ciudad de Badajoz. En J.L. Soler, L. Aparicio, O. Díaz, E. Escolano & A. Rodríguez (Coords.). Inteligencia Emocional y Bienestar II. Reflexiones, experiencias profesionales e investigaciones (pp. 637-647). Ediciones Universidad San Jorge.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Mulrow, C. D. I. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211. https://doi.org/10.2190/dugg-p24e-52wk-6cd
Sologuren, E., Echard, B., Luna, D., Grez, F., Beltrán, M. P., & Valenzuela, M. (2022). Competencias socioemocionales en la identidad profesional de los profesores en formación. Cuaderno de Pedagogía Universitaria, 19(37), 115-132. https://doi.org/10.29197/cpu.v19i37.453
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K.K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … & Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quartely, 13(3), 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
Referencias de estudios incluidos en la meta-revisión
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216. https://doi.org/10.1007/s10648-021-09649-y
Barrios, H., Rodríguez, L. J. P., & Bonnet, R. C. (2019). Emotions and educational processes in the classroom: A narrative review. Revista Virtual Universidad Católica del Norte, 58, 202–222. https://doi.org/10.35575/rvucn.n58a11
Duncan Villarreal, V. (2022). Competencia emocional en el profesorado de diferentes niveles educativos: una revisión de la literatura. Investigación Valdizana, 16(3), 131–141. https://doi.org/10.33554/riv.16.3.1457
Karakus, M., Usak, M., & Ersozlu, A. (2021). Emotions in Learning, Teaching, and Leadership: A Bibliometric Review of Asian Literature (1990-2018). SAGE Open, 11(1). https://doi.org/10.1177/2158244020988865
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers’ Social-Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13(21). https://doi.org/10.3390/su132112142
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130. https://doi.org/10.1016/j.ijer.2017.07.006
Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing. International Journal of Environmental Research and Public Health, 20(12). https://doi.org/10.3390/ijerph20126070
Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers’ Outcomes: A Systematic Review with Meta-Analysis. Frontiers in Psychology, 12, 677217. https://doi.org/10.3389/fpsyg.2021.677217
Puertas-Molero, P., Zurita-Ortega, F., Ubago-Jiménez, J.L., & González-Valero, G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences, 8(6), 185. https://doi.org/10.3390/socsci8060185
Puertas-Molero, P., Ubago, J. L., Moreno, R., Padial, R., Martínez, A., & González, G. (2018). La inteligencia emocional en la formación y desempeño docente: una revisión sistemática. Revista Española de Orientación y Psicopedagogía, 29(2), 128–142. https://doi.org/10.5944/reop.vol.29.num.2.2018.23157
Turner, K., & Stough, C. (2020). Pre-Service Teachers and Emotional Intelligence: A Scoping Review. Australian Educational Researcher, 47(2), 283–305. https://doi.org/10.1007/s13384-019-00352-0
Vizoso-Gómez, C. (2022). Emotional intelligence and work engagement in teachers: Literature review. Profesorado. Revista de Currículum y Formación de Profesorado, 26(3), 419–438. https://doi.org/10.30827/profesorado.v26i3.21451
Wang, Y., & Wang, Y. (2022). The Interrelationship Between Emotional Intelligence, Self-Efficacy, and Burnout Among Foreign Language Teachers: A Meta-Analytic Review. Frontiers in Psychology, 13, 913638. https://doi.org/10.3389/fpsyg.2022.913638
Álvarez, M.M. & Asensio-Muñoz, I.I. (2020). Evidencias de validez de una medida de competencias genéricas. Educación XX1, 23(2), 337-366. http://doi.org/10.5944/educXX1.25896
Anguera, M. T. (2023). Revisitando las revisiones sistemáticas desde la perspectiva metodológica. RELIEVE, 29(1). http://doi.org/10.30827/relieve.v29i1.2775
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8, 19–32. https://doi.org/10.1080/1364557032000119616
Aromataris, E., Fernandez, R., Godfrey, C., Holly, C., Khalil, H., & Tungpunkom, P. (2020). Umbrella Review. En E. Aromataris, C. Lockwood, K. Porritt, B. Pilla, & Z. Jordan (Eds). JBI Manual for Evidence Synthesis. https://doi.org/10.46658/JBIMES-24-08
Asensio, I. (2024). ¿Quién quiere ser profesor?. En M. Castro e I. Egido (Eds.), Qué sabemos sobre el profesorado. Políticas, evidencias y perspectivas de futuro (pp. 47-86). Narcea.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18, 13-25. https://www.psicothema.com/pdf/3271.pdf
Bisquerra, R., & López-Cassá, E. (2021). La evaluación en la educación emocional: Instrumentos y recursos. Aula Abierta, 50(4), 757-766. https://doi.org/10.17811/rifie.50.4.2021.757-766
Boyatzis, R. (2006). Using tipping points of emotional intelligence and cognitive competencies to predict financial performance of leaders. Psicothema, 18, 124-131. https://www.psicothema.com/pdf/3287.pdf
Caballero, M., & Llorent, V.J. (2022). Los efectos de un programa de formación docente en neuroeducación en la mejora de las competencias lectoras, matemáticas, sociales, emocionales y morales de estudiantes de secundaria. Un estudio cuasi-experimental de dos años. Revista de Psicodidáctica, 27, 158–167. https://doi.org/10.1016/j.psicod.2022.04.001
Camilli, C., Arroyo, D., Asensio, I. I., & Mateos, P. (2020). Hacia la educación basada en la evidencia: un método y un tema. Revista Electrónica En Educación Y Pedagogía, 4(6), 69-85. https://doi.org/10.15658/10.15658/rev.electron.educ.pedagog20.05040606
CASEL. (2013). Effective social and emotional learning programs. Preschool and Elementary School Edition. https://files.eric.ed.gov/fulltext/ED581699.pdf
Cohen, J. A. (1960). Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. http://doi-org/10.1177/001316446002000104
Delgado-Villalobos, M., & López-Riquelme, G. O. (2022). Evaluaciones de las competencias socioemocionales en el contexto educativo: una revisión. Revista ConCiencia EPG, 7(1), 43-74. https://doi.org/10.32654/ConCienciaEPG/Eds.especial-3
Díez, M.d.C., Marcos-Sánchez, R., Zaragoza-Benzal, A., & Ferrández, D. (2024). Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers. Educ. Sci, 14, 228. https://doi.org/10.3390/educsci 14030228
Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de la Educación, 74-97.
García-Domingo, B., & Pérez-Bonet, G. (2024). Evolución temporal y diferencias en la competencia emocional de maestros en formación y en ejercicio. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 135-149. https://doi.org/10.6018/reifop.580951
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. http://doi.org/10.1111/j.1471-1842.2009.00848.x
Gross, J. J. (1998). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
Jennings, P., & Greenberg, M. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
López-López, J.A., Rubio-Aparicio, M., & Sánchez.Meca, J. (2022). Overviews of Reviews: Concept and Development. Psicothema, 34(2), 175-181. https://doi.org/10.7334/psicothema2021.586
Lozano-Peña, G. M., Sáez-Delgado, F. M., & López-Angulo, Y. (2022). Competencias socioemocionales en docentes de primaria y secundaria: una revisión sistemática. Páginas de Educación, 15(1), 1-22. https://doi.org/10.22235/pe.v15i1.2598
Martínez-Saura, H. F., Calderón Luquin, A.; Sánchez-López, M. C. (2024). Programas de formación emocional inicial y permanente para docentes de Educación Infantil y Primaria: una revisión sistemática. Revista Complutense de Educación, 35(1), 21-32. https://dx.doi.org/10.5209/rced.82389
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? En P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). Basic Books.
Merchán, I.M., & González, J.D. (2016). Autopercepción socioemocional de maestros de Educación Primaria: estudio comparativo entre maestros en formación maestros en activo de la ciudad de Badajoz. En J.L. Soler, L. Aparicio, O. Díaz, E. Escolano & A. Rodríguez (Coords.). Inteligencia Emocional y Bienestar II. Reflexiones, experiencias profesionales e investigaciones (pp. 637-647). Ediciones Universidad San Jorge.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Mulrow, C. D. I. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211. https://doi.org/10.2190/dugg-p24e-52wk-6cd
Sologuren, E., Echard, B., Luna, D., Grez, F., Beltrán, M. P., & Valenzuela, M. (2022). Competencias socioemocionales en la identidad profesional de los profesores en formación. Cuaderno de Pedagogía Universitaria, 19(37), 115-132. https://doi.org/10.29197/cpu.v19i37.453
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K.K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … & Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quartely, 13(3), 243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
Referencias de estudios incluidos en la meta-revisión
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216. https://doi.org/10.1007/s10648-021-09649-y
Barrios, H., Rodríguez, L. J. P., & Bonnet, R. C. (2019). Emotions and educational processes in the classroom: A narrative review. Revista Virtual Universidad Católica del Norte, 58, 202–222. https://doi.org/10.35575/rvucn.n58a11
Duncan Villarreal, V. (2022). Competencia emocional en el profesorado de diferentes niveles educativos: una revisión de la literatura. Investigación Valdizana, 16(3), 131–141. https://doi.org/10.33554/riv.16.3.1457
Karakus, M., Usak, M., & Ersozlu, A. (2021). Emotions in Learning, Teaching, and Leadership: A Bibliometric Review of Asian Literature (1990-2018). SAGE Open, 11(1). https://doi.org/10.1177/2158244020988865
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers’ Social-Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13(21). https://doi.org/10.3390/su132112142
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130. https://doi.org/10.1016/j.ijer.2017.07.006
Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing. International Journal of Environmental Research and Public Health, 20(12). https://doi.org/10.3390/ijerph20126070
Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers’ Outcomes: A Systematic Review with Meta-Analysis. Frontiers in Psychology, 12, 677217. https://doi.org/10.3389/fpsyg.2021.677217
Puertas-Molero, P., Zurita-Ortega, F., Ubago-Jiménez, J.L., & González-Valero, G. (2019). Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review. Social Sciences, 8(6), 185. https://doi.org/10.3390/socsci8060185
Puertas-Molero, P., Ubago, J. L., Moreno, R., Padial, R., Martínez, A., & González, G. (2018). La inteligencia emocional en la formación y desempeño docente: una revisión sistemática. Revista Española de Orientación y Psicopedagogía, 29(2), 128–142. https://doi.org/10.5944/reop.vol.29.num.2.2018.23157
Turner, K., & Stough, C. (2020). Pre-Service Teachers and Emotional Intelligence: A Scoping Review. Australian Educational Researcher, 47(2), 283–305. https://doi.org/10.1007/s13384-019-00352-0
Vizoso-Gómez, C. (2022). Emotional intelligence and work engagement in teachers: Literature review. Profesorado. Revista de Currículum y Formación de Profesorado, 26(3), 419–438. https://doi.org/10.30827/profesorado.v26i3.21451
Wang, Y., & Wang, Y. (2022). The Interrelationship Between Emotional Intelligence, Self-Efficacy, and Burnout Among Foreign Language Teachers: A Meta-Analytic Review. Frontiers in Psychology, 13, 913638. https://doi.org/10.3389/fpsyg.2022.913638
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