The relationship among burnout, emotional intelligence, and self-efficacy in school teachers. A systematic review

Abstract

In the contemporary education system, educators assume a key role in shaping the cognitive, emotional, and social development of students. The multifaceted nature of their responsibilities, spanning instructional delivery, student engagement, and comprehensive classroom management, exposes teachers to a range of stressors with potential contributions to burnout. Recognizing the impact of burnout is crucial for both teachers' well-being and the guidance they provide to students. Burnout has the potential to hinder teachers' effectiveness, thereby affecting the quality of instruction and students' learning experiences. An exploration of the connections between emotional intelligence and burnout reveals how teachers' emotional abilities shape their resilience amid professional challenges. This systematic review investigates the overall relationship among teachers' burnout, emotional intelligence, and self-efficacy. The findings from these studies consistently showed negative associations between burnout with emotional intelligence and self-efficacy, along with positive associations between emotional intelligence and self-efficacy. Additionally, some studies suggested potential pathways linking emotional intelligence, self-efficacy, and burnout; however, these findings are based exclusively on correlational evidence and should be interpreted as theoretically grounded hypotheses rather than established mechanisms. Given the limited number of available studies and their cross-sectional design, the present review synthesizes patterns of association rather than causal relationships, highlighting directions for future longitudinal and intervention research.