Emotional intelligence and teacher burnout: A systematic review

By S. Mérida-López, Natalio Extremera. 2017

297 citations recorded by the source corpus.

Abstract The association between emotional intelligence and teacher burnout has received increasing attention in educational settings. However, theoretical and measurement diversity make it difficult to summarize this relationship. Therefore, the main purpose of our study was to systematically review the current evidence on Emotional Intelligence and burnout in teaching professionals. MEDLINE, PSYCinfo and Scopus databases were examined and 13 eligible articles were identified. The reviewed studies pointed to negative associations between emotional intelligence and burnout dimensions and highlighted several involved mechanisms. Finally, future research, practical implications and limitations are discussed.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/be59f16823b3918558fea09e50c2a28bf2c427ee

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Citations in the corpus

Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “In some respects, this can be seen as a skill or competence teachers can acquire (emotional competence, e.g. Jennings & Greenberg, 2009; emotional intelligence, e.g. Mérida-López & Extremera, 2017).”
Stress in teaching professionals across Europe (2020, background): “In this way, it will be possible to see if the implementation of some of the measures proposed has resulted in reducing this problem, or if, on the contrary, we are facing a worsening future situation, as suggested by Mérida-López and Extremera (2017a).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, result): “…to the association between emotion regulation and teacher burnout, numerous studies in related literature have corroborated the correlation between these two factors (e.g., Akbari & Tavassoli, 2014; Chan, 2006; Ju et al., 2015; Mérida-López & Extremera, 2017; Platsidou, 2010; Schutz et al., 2006).”