Teachers’ Emotional Intelligence in Educational Contexts: A Scoping Review of Dimensions, Roles, Impacts, and Factors
DOI:
https://doi.org/10.33394/jp.v13i4.22439Keywords:
Emotion Regulation, Teachers’ Emotional Intelligence, Teaching Self-Efficacy, Work EngagementAbstract
This study aims to map the scientific evidence on teachers’ emotional intelligence by examining its conceptual dimensions, roles in instructional practice and professional relationships, reported associations with teachers’ well-being and work effectiveness, and contextual factors influencing its development and application. The study employed a scoping review based on Arksey and O’Malley’s five-stage framework and reported in accordance with the PRISMA-ScR guidelines to examine Scopus-indexed literature published between 2019 and 2025. The data were analyzed using descriptive numerical analysis and inductive thematic analysis of 17 articles that met the predetermined inclusion criteria. The findings revealed six dimensions organized into three layers: self-awareness and emotion management as the intrapersonal core; empathy, social awareness, and relational skills as the interpersonal layer; and professional motivation and values, along with ethical and reflective decision-making, as the value-orientation layer. Teachers’ emotional intelligence supports classroom management, teacher–student interactions, and collegial relationships and is associated with lower burnout, higher self-efficacy, and greater work engagement. Its development is shaped by organizational support and school culture, work experience and educational level, gender, socio-cultural context, and institutional policies. However, the evidence remains geographically uneven and is dominated by quantitative, cross-sectional studies. These findings suggest that emotional intelligence development should be systematically integrated into pre-service teacher education and continuing professional development, supported by effective school leadership and institutional policies.
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