Cervellione Brenda, Lombardo Ester Maria Concetta, Iacolino Calogero
Department of Human and Social Sciences, Kore University of Enna, Enna, Italy.
Front Psychol. 2025 Aug 15;16:1640968. doi: 10.3389/fpsyg.2025.1640968. eCollection 2025.
Teachers are increasingly exposed to emotional and organizational stressors that affect their psychological well-being and professional functioning. Emotional Intelligence (EI) and Reflective Functioning (RF) have emerged as key protective factors in preventing burnout and promoting Quality of Life (QoL) in educational contexts.
This systematic review followed the PRISMA 2020 guidelines and synthesized findings from 42 empirical studies published between 2010 and 2024. Studies were identified through comprehensive searches of EBSCOhost, PubMed, and Google Scholar. Both psychological interventions and observational studies exploring the relationship between EI, RF, and teacher well-being were included.
Intervention studies showed that programs targeting emotional regulation, mindfulness, and reflective capacity significantly improved teachers' emotional competencies and psychological resilience. Observational studies further supported the role of EI and RF in reducing burnout and enhancing QoL, while also highlighting the influence of personality traits and contextual moderators. However, methodological heterogeneity, limited use of longitudinal designs, and variation in outcome measures constrained generalizability.
Findings underscore the importance of promoting psychological resources and structured interventions to support teachers' emotional well-being and professional sustainability. Future research should prioritize standardized, longitudinal, and culturally sensitive approaches to better inform evidence-based practice in educational settings.
教师越来越多地面临影响其心理健康和职业功能的情绪和组织压力源。情商（EI）和反思功能（RF）已成为预防职业倦怠和提高教育环境中生活质量（QoL）的关键保护因素。
本系统综述遵循PRISMA 2020指南，综合了2010年至2024年间发表的42项实证研究的结果。通过对EBSCOhost、PubMed和谷歌学术进行全面检索来确定研究。纳入了探索EI、RF与教师幸福感之间关系的心理干预和观察性研究。
干预研究表明，针对情绪调节、正念和反思能力的项目显著提高了教师的情绪能力和心理恢复力。观察性研究进一步支持了EI和RF在减少职业倦怠和提高生活质量方面的作用，同时也突出了人格特质和情境调节因素的影响。然而，方法学的异质性、纵向设计的有限使用以及结果测量的差异限制了研究结果的普遍性。
研究结果强调了促进心理资源和结构化干预以支持教师情绪健康和职业可持续性的重要性。未来的研究应优先采用标准化、纵向和文化敏感的方法，以便为教育环境中的循证实践提供更好的信息。
