Introduction
In recent years, teachers’ socio-emotional competence (SEC) has gained increasing attention due to its strong influence on teacher well-being, instructional quality, and classroom climate. Teachers face growing emotional demands related to classroom management, student relationships, and self-regulation, while simultaneously experiencing high levels of stress and burnout. This situation highlights the urgent need to integrate SEC into continuous professional development (CPD) as a foundational component of teacher education.
Methods
This study presents a systematic literature review. A structured search was conducted in Scopus using a Boolean equation combining terms related to socio-emotional competence, teachers, and professional development. The search was limited to peer-reviewed articles published between 2020 and 2025. After screening titles and abstracts and applying predefined inclusion and exclusion criteria, a set of relevant studies was selected for qualitative synthesis.
Results
Across the reviewed literature, SEC consistently appears as a key factor in enhancing teacher resilience, emotional self-regulation, self-efficacy, and classroom effectiveness. The findings reveal positive associations between SEC and outcomes such as improved classroom management, healthier student–teacher relationships, and reduced levels of stress and burnout. Several studies highlight mindfulness-based interventions as effective strategies for strengthening teachers’ emotional resources. However, significant gaps remain in both initial teacher education and CPD, with many teachers reporting insufficient preparation to address socio-emotional demands in diverse educational contexts. Contextual factors, including leadership practices, teaching experience, gender, and equity-oriented approaches, also influence the development and impact of SEC.
Conclusions
Overall, the review suggests that SEC should become an integral component of CPD. Systematic, sustained, and context-sensitive professional development initiatives are needed to foster healthier, more resilient, and more effective teaching communities.
