Descripción

The present study corresponds to a systematic review of the literature, considering a period between 2019 and January 2024, focusing specifically on interventions aimed at promoting socio-emotional skills and emotional intelligence in primary school teachers. Therefore, 25 relevant articles were selected from different databases. From the review, a variety of approaches implemented in the programs was found, all of them with positive effects in different aspects. In addition, a positive effect on teachers’ mental health was observed, helping to reduce stress, anxiety, depression, and job burnout. These interventions promoted greater overall well-being among teachers, including improvements in their quality of life and job satisfaction. The importance of these interventions for teacher professional development is highlighted, and recommendations for future research are offered.