Emotional intelligence programs for in-service and pre-service teachers of preschool and elementary education: a systematic review

Currently, there is an increase in publications on socio-emotional training programs, justified in that they imply an improvement in teacher well-being and the creation of higher quality learning environments. The objectives of this study were, on the one hand, to study the characteristics and effectiveness of the socio-emotional training programs implemented for the initial and permanent training of preschool and elementary teachers; and on the other hand, to evaluate the methodological quality of the studies inncluded in the review. The systematic review of the literature was based on an initial search of 721 records in Scopus and Web of Science. Finally, it completed on a total sample of 20 studies published between 2010 and 2021, following the eligibility criteria (inclusion and exclusion) set by the authors. Consequently, the representation in the scientific literature of emotional training programs in the teaching field is still limited. In addition, there is a great variety of terminology in the variables of the programs and gaps in methodological quality that make it difficult to disseminate and generalize the results. It highlights the need to implement a socio-emotional training program model for practicing and training teachers that includes stress management, work well-being and emotional regulation as necessary variables, as well as the evaluation of programs with a variety of instruments.