Trait emotional intelligence and burnout in primary school teachers. A systematic review

This review aims to examine the international scientific publications that have investigated the relationship between Emotional Intelligence (defined according to the trait model and assessed via self-report questionnaires), and professional burnout (emotional exhaustion, depersonalization and reduced self-efficacy) in primary school teachers. Recent research in this area, which has not yet been sufficiently systematized, emphasizes the importance of emotional competencies to facilitate and improve both teachers' job performance and teaching-learning processes. High levels of Emotional Intelligence in teachers are correlated with a reduction in stress and emotional fatigue and with greater personal satisfaction in carrying out their work; moreover, they are associated with better relationships with all the actors in the educational setting, with consequent positive effects on the quality of relationships with pupils and the knowledge acquisition.