Emotional Intelligence Training as a Buffer Against Teacher Burnout: A Review of Evidence-Based Interventions
DOI:
https://doi.org/10.55712/ybfxhc53Keywords:
Emotional Intelligence, Teacher Burnout, Professional Development, Well-being, Systematic ReviewAbstract
This systematic review synthesises evidence from empirical studies on emotional intelligence (EI) training interventions for teachers, identifies key trends in intervention design and outcomes, and highlights methodological and contextual gaps to inform future research and practice. Peer-reviewed journal articles published between 2015 and 2025 were systematically retrieved from the ProQuest and Emerald databases. Fifteen empirical studies met the inclusion criteria and were subjected to narrative thematic synthesis. The findings indicate that EI training interventions significantly enhance emotional regulation, resilience, coping strategies, and self-efficacy, contributing to measurable reductions in burnout symptoms, particularly emotional exhaustion and depersonalisation. Interventions that are continuous, context-specific, and integrate both intrapersonal and interpersonal competencies demonstrate the greatest effectiveness. Integrating emotional intelligence training into teacher professional development and institutional well-being policies offers a sustainable strategy for mitigating burnout and enhancing educational quality and inclusive practice aligned with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). The review highlights the need for inclusion of culturally responsive EI training in both pre-service and in-service training of teachers, especially in under-researched contexts such as small island developing states, and provides examples of intervention design, implementation, and research.
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