INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS

Abstract

The objective of this research was to investigate how emotional intelligence and socio-emotional skills influence pedagogical practice and the work-life balance of higher education teachers. To this end, a systematic literature review was used, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, which consists of a list of items to be followed as a protocol. The bibliographic survey was carried out using the Web Of Science, Scopus and Science Direct databases, between the months of September and October 2023 and with a time frame of ten years (2013-2023), using the keywords "social–emotional competence " OR "socio-emotional competence" OR "socio-emotional competencies" OR "emotional intelligence" AND "higher education teachers" OR "University Professors" OR "college teachers" and pointed out the existence of 40 articles. Of these 40 studies, the exclusion criteria were applied, resulting in 10 articles to be investigated. It has been shown that emotional intelligence is a crucial factor in the performance of university teachers, affecting both their effectiveness in the classroom and their general well-being. It has been found that teachers with high levels of emotional intelligence tend to create more positive learning environments, are more resilient to stress and have better communication and interaction with students. Furthermore, significant cultural differences were observed, indicating that emotional intelligence and socio-emotional skills are influenced by the sociocultural context in which teachers are inserted.