cv personal statement examples for teachers

• AI Content Shield
• AI KW Research
• AI Assistant
• SEO Optimizer
• AI KW Clustering
• Customer reviews
• The NLO Revolution
• Press Center
• Help Center
• Content Resources
• Facebook Group

Free Examples of Effective Teaching Personal Statement

Table of Contents

The personal statement is an important part of the teaching application process. It allows you to provide information about yourself that doesn’t appear in your resume or transcripts.

When writing your personal statement, be sure to focus on the qualities that make you a good teacher. Before giving you  examples of personal statements for teaching jobs , we have a few tips to help you.

Important Tips for Writing a Personal Statement for a Teaching Job

When creating your personal statement , it’s important to remember why you want to become a teacher. We dive further into this and more in this section of the article.

Start With Why You Chose Teaching As a Profession

What do you love about teaching? What drives you? Define what makes a great teacher for you and explain how your experiences have prepared you for this career.

Be specific and honest in describing both your strengths and weaknesses as they relate to teaching. Ultimately, the goal is for the recruiter to understand why you’re the best choice for the job.

Explain How You Have Developed This Passion

Your statement should explain how you developed your passion for teaching. Choosing teaching as a profession isn’t enough. How did you nurture this passion?

Describe Any Experience You Have Had Working With Students

You need to describe your previous experience working with students. Doing this helps demonstrate your ability to handle students and work in a school environment.

Highlight Your Strengths and Skills As They Relate to Teaching

Don’t be shy to highlight your teaching strengths and skills. You’re competing with others for the job. Only qualified candidates with skills related to the job get interviewed. Highlight any experience or qualifications that are relevant to the role.

Tailor the Statement to the Job Description

Like any job opening, be sure to read the job description. This helps ensure you tailor your personal statement specifically for the position you’re applying for . 

It is unbecoming for a teacher to submit a statement full of errors. Proofread and edit your statement carefully before submitting it.

Examples of Personal Statements for Teaching Jobs

We have some of the best examples of personal statements for teaching jobs for you. Read through to see what your personal statement should look like.

Teaching has been a lifelong passion of mine. I began working with children as soon as I was old enough to volunteer in my local Sunday school program. Since then, I have continued to work with students of all ages in many different settings, including public schools, after-school programs and summer camps. My experience has taught me that nothing is more rewarding than helping young people learn and grow. 

I am confident that my skills and passion for teaching would make me an excellent educator. In addition to having classroom experience, I possess strong organizational and communication skills, which are essential for successfully managing a classroom environment.

Above all, however, what makes me an ideal teacher is my dedication to the success of each individual student. Every child deserves the opportunity to find their own unique strengths and passions. It is my goal as a teacher always be there to help them discover these things within themselves.

I am a compassionate and dedicated teacher with years of experience in the field. Above all, I believe that teaching is not simply a profession. Rather, it is a calling that allows me to share my knowledge and help others learn and grow. 

My approach is student-centered. I adapt my instruction to meet their unique needs while fostering an environment where they can feel comfortable taking risks and making mistakes. In addition to having strong classroom management skills, I have a proven track record of developing engaging curricula tailored for students at different levels. Ultimately, I view teaching as an opportunity not only to impart important academic knowledge but instill lifelong values such as curiosity, resilience, and compassion.

It’s always nerve-racking to go through the application process for a teaching job. If you put some thought into it, it becomes easier. Focus on what’s important: the skills, strengths, and experience that make you right for the job. 

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

Explore All Write Personal Statement Articles

How to draft meaningful length of law school personal statement.

Are you confused on how to write a law school personal statement? One of the essential elements of your application…

• Write Personal Statement

Effective History and International Relations Personal Statement to Try

Are you considering studying history and international relations? Or you may be curious about what a degree in this field…

Guide to Quality Global Management Personal Statement

Are you applying for a global management program and want to stand out from the crowd? A well-written personal statement…

How to Draft Better Examples of Personal Statements for Residency

Achieving a residency can be a massive accomplishment for any aspiring medical professional. To secure your spot in one of…

Tips for Drafting a Free Example of Personal History Statement

A personal history statement can be crucial to many applications, from university admissions to job search processes. This blog will…

Writing Compelling Dietetic Internship Personal Statement

Applying for a dietetic internship is a rigorous process and requires submitting a personal statement, which is an essential part…

Cookies on Teaching Vacancies

We’d like to set additional cookies to understand how you use this service and help us improve it. We also use cookies set by other sites to help us deliver content from their services.

beta This is a new service - your feedback will help us to improve it.

How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

Search for roles

• Schools directory
• Back issues
• New Teachers
• Resources Jobs Schools directory News Search

How to write the perfect teaching personal statement

Application and interview, tes editorial.

When applying for a new job, you may be competing with tens or hundreds of other applicants in a race for the role.

The HR manager or headteacher recruiting for the job will be scrutinising every detail of your application to make sure they are bringing in the right people for interview.

The application form is the first hurdle you have to get over and sets the first impression of you as a person in the recruiter’s mind.

• Advice on honing your job search
• How to write a personal statement for teacher training
• How to write a must-read CV

The personal statement: why does it matter? 

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to.

It is not an easy task and is a tricky thing to get right. It requires being concise and clear – it shouldn’t be too long or read like a list.

You should talk about yourself and your professional achievements, while at the same time apply those experiences to the school itself.

We spoke to Malcolm Trobe, deputy general secretary of the Association of School and College Leaders , about what goes into the perfect personal statement. Here's what he said:

What does a great teaching personal statement look like?

"In general, I would say no longer than two sides of A4 – typescript. It needs to be well structured and linked to the specific school. It will need to include a number of key areas, including behavioural management, educational philosophy, subject expertise, pedagogy, personal organisation and skills and enrichment activities that the candidate can bring."

What should it contain?

"I would recommend that candidates include three elements in each of the key areas:

• What their beliefs/philosophy/approach is – i.e., the theory
• Their experience in that area
• How they would use that experience in the school they are applying to and specific to the job they are applying for

The statement should also include something personal in terms of their outside interests to indicate that they live an interesting and well-balanced life."

What are school leaders looking to read in a good personal statement?

"They will want to see something of the person’s character come through. It must not be just a list of achievements or repeat of the CV. It needs to be well-written, error-free and mention the school they are applying for – but not too many times. It should read as if it has been specifically written for the school and job they are applying for. I would be looking for something similar to the approach I have indicated above, covering all of the key areas and indicating that they have a vocation for working with young people. Somehow I would like to see a ‘generosity of spirit’ come through in the statement."

How can a candidate stand out in a personal statement?

"A good personal statement needs to include something of the person themselves. It has to make the reader believe that the candidate has something special without bragging or appearing arrogant – but something a bit above what other candidates may offer. A really good introduction and ending are important, and it's worth spending a great deal of time crafting those sections of the statement. Hook the reader in at the beginning and finish on a high note so that they want to meet the person and explore what has been written."

Want to keep up with the latest career advice? Follow  Tes Jobs on Twitter  and like  Tes Jobs on Facebook

• Skip to main menu
• Skip to user menu

Teaching Personal Statement

• CV Templates & Advice

Are you applying for your dream teaching role but you’re not sure what to write in your personal statement? Here is our expert advice on what to include and how to present your knowledge, skills and experience in the best way. The key to a successful teaching personal statement is for it to portray how and why you teach, and who you are as an individual.

Personal statements give applicants the chance to shine. We recommend using this short space to show off your strengths, achievements and share your career aspirations. Use this 100-150 words to provide evidence of how you match the job specifications, and how much you would love this teaching role.

Alternatively, you can check out our generic  personal statement guide .

What to include in your teacher personal statement

Why you’re applying for the role.

• Refer to any knowledge you have of the school and the role at hand, including any research you have done on the school, or any visits specifically.
• Include reference to what appealed to you about this school and position.

Provide details about your education/course

• Provide information on your previous education (School/University/Courses)
• Reference any relevant courses or qualifications you have completed.
• If you completed a PGCE course, mention your degree and dissertation, if appropriate, along with any classroom-based projects and modules.

Your teaching experience

• Highlight the year groups you have taught in the past.
• Mention the range of subjects you have covered.
• Point out any use of specific teaching strategies that you have used.

Provide details on classroom management

• Lesson planning and delivery tactics.
• Provide any details, if applicable, of experience working with teaching assistants.
• Mention how you handled classrooms and behavioural issues.

Short Example

A kind hearted, friendly, professional and highly trained teacher. I am extremely passionate about teaching, I find the position personally satisfying and beneficial to the students I work with. I am a great communicator and listener, and have the ability to understand a student’s needs. I love creating lesson plans, organising work flow and interacting with the students. Education is a passion of mine and creating a safe, friendly and productive environment for my students to learn is a top priority. I’ve worked as a teacher for several years across a range of subjects, with my experience and set of skills I feel that I would make a great asset to your team.

If you’re seeking your next teaching role, then be sure to check out the range of other resources that we have available:

• Teaching Assistant Personal Statement
• Teacher CV Template

Related links

• How to Become a Primary School Teacher

Share this article

Related articles

The Fish4jobs Ultimate Jobseekers Guide

Investment Banker CV Template

Art Director CV Template

Latest articles, optimising your job search: best application practices on fish4jobs, how to set up a job alert – optimise your job search with fish4jobs, from new hires to top performers: the key elements of successful talent onboarding.

Teacher CV Example

Cv guidance.

• CV Template
• How to Format
• Personal Statements
• Related CVs

CV Tips for Teachers

• Highlight Your Credentials and Specialization : Mention your teaching certification, degree in education, or any specialized training you've received. If you specialize in a specific subject or grade level, make sure to highlight this early in your CV.
• Showcase Your Teaching Achievements : Use specific examples and numbers to illustrate your impact, such as "Improved student literacy levels by 20%" or "Implemented a new math curriculum, increasing student pass rates by 15%".
• Customize Your CV for the Role : Tailor your CV to the job description, emphasizing relevant experiences and skills. If the role requires experience with special needs students or proficiency in a second language, make sure to highlight these areas.
• Detail Your Technological Proficiency : In today's digital age, familiarity with educational technology is a must. List any experience with learning management systems, virtual classroom platforms, or educational software.
• Demonstrate Classroom Management and Communication Skills : Provide examples of your ability to manage a classroom effectively, resolve conflicts, and communicate with parents and other educators.

The Smarter, Faster Way to Write Your CV

• Implemented a new, innovative teaching strategy that increased student engagement by 30%, leading to a significant improvement in overall class performance.
• Developed and executed a comprehensive curriculum plan, resulting in a 20% increase in standardized test scores across the board.
• Championed the integration of technology in the classroom, enhancing the learning experience and leading to a 15% improvement in student grades.
• Coordinated a successful after-school tutoring program that boosted underperforming students' grades by an average of one letter grade.
• Introduced a unique classroom management technique that reduced behavioral issues by 25%, fostering a more conducive learning environment.
• Collaborated with other faculty members to develop interdisciplinary learning activities, enhancing students' understanding and application of concepts across various subjects.
• Initiated a peer mentoring program that improved student collaboration and communication skills, resulting in a more cohesive classroom environment.
• Designed and implemented an effective lesson plan that catered to diverse learning styles, increasing student comprehension by 20%.
• Played a key role in the school's accreditation process, ensuring compliance with educational standards and contributing to the school's successful evaluation.
• Innovative teaching strategies
• Curriculum development and execution
• Integration of technology in teaching
• After-school program coordination
• Classroom management techniques
• Interdisciplinary learning activities development
• Peer mentoring program initiation
• Lesson plan design catering to diverse learning styles
• Participation in school accreditation process
• Improvement of student collaboration and communication skills

Teacher CV Template

• Developed and implemented [type of curriculum, e.g., STEM, English Language Arts], resulting in [measurable outcome, e.g., improved student performance, increased engagement], demonstrating strong [soft skill, e.g., creativity, leadership].
• Managed [classroom function, e.g., behavior management, parent-teacher communication], enhancing [process or task, e.g., student discipline, parent involvement] to improve [educational outcome, e.g., learning environment, student success].
• Championed [educational initiative or program, e.g., after-school tutoring, reading enrichment], leading to [quantifiable benefit, e.g., 20% increase in reading scores, improved student confidence].
• Played a pivotal role in [educational project or initiative, e.g., school-wide literacy program, science fair], which led to [measurable impact, e.g., increased student participation, recognition for the school].
• Conducted [type of assessment, e.g., formative assessment, student learning outcomes], using [assessment tools/methods] to inform [educational decision/action, e.g., instructional strategies, curriculum development].
• Instrumental in [task or responsibility, e.g., Individualized Education Program (IEP) development, parent-teacher conferences], ensuring [quality or standard, e.g., compliance, parent satisfaction] across all educational activities.
• Major: Name of Major
• Minor: Name of Minor

100+ Free Resume Templates

How to format a teacher cv, start with a clear objective, highlight education and certifications, detail relevant teaching experience, emphasize soft skills and technical proficiencies, include extracurricular involvement, personal statements for teachers, teacher personal statement examples, what makes a strong personal statement.

Compare Your CV to a Job Description

CV FAQs for Teachers

How long should teachers make a cv, what's the best format for an teacher cv, how does a teacher cv differ from a resume, related cvs for teacher.

Elementary School Teacher CV

High School Teacher CV

Substitute Teacher CV

Special Education Teacher CV

English Teacher CV

Math Teacher CV

Try our Free CV Builder

Secondary Teacher CV example

Secondary school is a very important time in any teenager’s life, and if you want to be a part of shaping their future, you need to prove you’ve got what it takes.

To do this, you need a strong CV that showcases your qualifications and experience in the industry.

So, let us be the teachers for once. In the guide below, we’ll show you how to write an impressive application and share a secondary teacher CV example to inspire you.

CV templates 

Secondary Teacher CV example

Unsure of what your Secondary Teacher CV should look like?

Have a look at the CV example above to get familiar with the structure, layout and format of a professional CV.

As you can see, it provides plenty of relevant information about the applicant but is still very easy to read, and brief – which will please busy recruiters and hiring managers.

Build your CV now 

Secondary Teacher CV format and structure

First impressions count, so a sloppy, disorganised CV may cause your CV to be overlooked..

Instead, perfect the format and structure of your CV by working to a clear logical structure and applying some simple formatting tricks to ease readability.

Don’t underestimate the importance of this step; if your CV lacks readability, your written content won’t even be seen.

Tips for formatting your Secondary Teacher CV

• Length: Even if you’ve got tons of experience to brag about, recruiters don’t have time to read through overly lengthy CVs. Keep it short, concise and relevant – a CV length of 2 sides of A4 pages or less is perfect for the attention spans in today’s job market.
• Readability : To help busy recruiters scan through your CV, make sure your section headings stand out – bold or coloured text works well. Additionally, try to use bullet points wherever you can, as they’re far easier to skim through than huge paragraphs. Lastly, don’t be afraid of white space on your CV – a little breathing space is great for readability.
• Design & format: While it’s okay to add your own spin to your CV, avoid overdoing the design. If you go for something elaborate, you might end up frustrating recruiters who, above anything, value simplicity and clarity.
• Photos: Profile photos or aren’t a requirement for most industries, so you don’t need to add one in the UK – but if you do, just make sure it looks professional

Quick tip: Creating a professional CV style can be difficult and time-consuming when using Microsoft Word or Google Docs. To create a winning CV quickly, try our quick-and-easy CV Builder and use one of their eye-catching professional CV templates.

CV structure

As you write your CV , work to the simple but effective structure below:

• Name and contact details – Pop them at the top of your CV, so it’s easy for recruiters to contact you.
• CV profile – Write a snappy overview of what makes you a good fit for the role; discussing your key experience, skills and accomplishments.
• Core skills section – Add a short but snappy list of your relevant skills and knowledge.
• Work experience – A list of your relevant work experience, starting with your current role.
• Education – A summary of your relevant qualifications and professional/vocational training.
• Hobbies and interests – An optional sections, which you could use to write a short description of any relevant hobbies or interests.

Now you understand the basic layout of a CV, here’s what you should include in each section of yours.

Contact Details

Begin by sharing your contact details, so it’s easy for employers to give you a call. Keep to the basics, such as:

• Mobile number
• Email address – It should sound professional, with no slang or nicknames. Make a new one for your job applications if necessary.
• Location – Simply share your vague location, for example ‘Manchester’, rather than a full address.
• LinkedIn profile or portfolio URL – Remember to update them before you send your application.

Secondary Teacher CV Profile

Your CV profile (or personal statement , if you’re an entry-level applicant) provides a brief overview of your skills, abilities and suitability for a position.

It’s ideal for busy recruiters and hiring managers, who don’t want to waste time reading unsuitable applications.

Think of it as your personal sales pitch. You’ve got just a few lines to sell yourself and prove you’re a great match for the job – make it count!

How to write a good CV profile:

• Make it short and sharp: The best CV profiles are short, sharp and highly relevant to the target role. For this reason, it’s best to write 3-4 lines of high-level information, as anything over might be missed.
• Tailor it: Recruiters can spot a generic, mass-produced CV at a glance – and they certainly won’t be impressed! Before you write your profile (and CV as a whole), read through the job advert and make a list of any skills, knowledge and experience required. You should then incorporate your findings throughout your profile and the rest of your CV.
• Don’t add an objective: Leave your career objectives or goals out of your profile. You only have limited space to work with, so they’re best suited to your cover letter .
• Avoid generic phrases: Cheesy clichès and generic phrases won’t impress recruiters, who read the same statements several times per day. Impress them with your skill-set, experience and accomplishments instead!

Example CV profile for Secondary Teacher

What to include in your secondary teacher cv profile.

• Experience overview: Showcase your aptitude for the job you are aiming for by giving a brief summary of your past work history , including the industries you have worked in, the kinds of employers you have served, and the roles you have held.
• Targeted skills: Make your most relevant Secondary Teacher key skills clear in your profile. These should be tailored to the specific role you’re applying for – so make sure to check the job description first, and aim to match their requirements as closely as you can.
• Important qualifications: If the jobs you are applying to require candidates to have certain qualifications, then you must add them in your profile to ensure they are seen by hiring managers.

Quick tip: If you are finding it difficult to write an attention-grabbing CV profile, choose from hundreds of pre-written profiles across all industries, and add one to your CV with one click in our quick-and-easy CV Builder . All profiles are written by recruitment experts and easily tailored to suit your unique skillset.

Core skills section

Create a core skills section underneath your profile to spotlight your most in-demand skills and grab the attention of readers.

This section should feature 2-3 columns of bullet points that emphasise your applicable skills for your target jobs. Before constructing this section, review the job description and compile a list of any specific skills, specialisms, or knowledge required.

Important skills for your Secondary Teacher CV

Subject Knowledge – Maintaining an in-depth knowledge of the subject(s) they teach, including curriculum content, current educational standards, and best practices in teaching their subject area.

Classroom Management – Maintaining a well-organised and disciplined classroom environment, including effective behaviour management techniques and strategies.

Lesson Planning – Creating engaging and effective lesson plans that align with curriculum objectives and cater to students’ diverse learning needs.

Differentiation – Adapting teaching methods and materials to accommodate students with varying abilities, learning styles, and special educational needs.

Assessment and Evaluation – Designing and administering assessments, quizzes, tests, and other evaluation tools to measure student progress and adjust instruction accordingly.

Technology Integration – Utilising educational technology tools and integrating them into lessons to enhance learning experiences and engage students.

Data Analysis – Analysing student data to identify areas of improvement, assess the effectiveness of teaching strategies, and make data-driven decisions.

Effective Communication – Interacting with students, parents, colleagues, and school administrators.

Crisis Management – Handling challenging situations and emergencies within the school environment, ensuring the safety and well-being of students.

Professional Development – Remaining committed to ongoing professional development, including attending workshops, courses, and keeping up to date with educational research and trends.

Quick tip: Our quick-and-easy CV Builder has thousands of in-demand skills for all industries and professions, that can be added to your CV in seconds – This will save you time and ensure you get noticed by recruiters.

Work experience

Recruiters will be itching to know more about your relevant experience by now.

Kick-start this section with your most recent (or current) position, and work your way backwards through your history.

You can include voluntary and freelance work, too – as long as you’re honest about the nature of the work.

Structuring each job

If you don’t pay attention to the structure of your career history section, it could quickly become bulky and overwhelming.

Get in recruiters’ good books by creating a pleasant reading experience, using the 3-step structure below:

Provide a brief overview of the job as a whole, such as what the overriding purpose of your job was and what type of company you worked for.

Key responsibilities

Next up, you should write a short list of your day-to-day duties within the job.

Recruiters are most interested in your sector-specific skills and knowledge, so highlight these wherever possible.

Key achievements

Finish off by showcasing 1-3 key achievements made within the role.

This could be anything that had a positive effect on your company, clients or customers, such as saving time or money, receiving exemplary feedback or receiving an award.

Sample job description for Secondary Teacher CV

Teach topics on The British Empire, Russian Revolution, US Civil Rights Movement, Crusades, Middle East Conflicts, Urbanisation, and Water/Carbon Cycles to KS5 scholars, for a school which enables a transformative atmosphere for students, regardless of their background.

Key Responsibilities

• Design syllabi and instructional materials aligned with the national curriculum requirements.
• Incorporate a variety of instructional methods and resources to engage 16-, 17-, and 18-year-olds, as well as cater to diverse needs.
• Collaborate with heads of department and parents to establish a holistic and supportive programme for individuals with mobility impairments, dyslexia, ADHD, ASD, and processing disorders.
• Encourage critical thinking, discussions, and active participation in various themes.

Quick tip: Create impressive job descriptions easily in our quick-and-easy CV Builder by adding pre-written job phrases for every industry and career stage.

Education section

At the bottom of your CV is your full education section. You can list your formal academic qualifications, such as:

• GCSE’s

As well as any specific Secondary Teacher qualifications that are essential to the jobs you are applying for. Note down the name of the qualification, the organisation at which you studied, and the date of completion.

Hobbies and interests

This section is entirely optional, so you’ll have to use your own judgement to figure out if it’s worth including.

If your hobbies and interests could make you appear more suitable for your dream job, then they are definitely worth adding.

Interests which are related to the industry, or hobbies like sports teams or volunteering, which display valuable transferable skills might be worth including.

When putting together your Secondary Teacher CV, there are a few key points to remember

Always tailor your CV to the target role, even if it means creating several versions for different roles.

Additionally, remember that the structure and format of your CV needs just as much attention as the content.

Good luck with your job search!

SYSTEMATIC REVIEW article

Analysis of personal competences in teachers: a systematic review.

• 1 Department of Psychology, University of Almería, Almería, Spain
• 2 Department of Psychology, Universidad Autónoma de Chile, Santiago, Chile

Background: The relevance of teachers’ emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment.

Objective: The primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs.

Methods: A literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers.

Results: Activities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants.

Conclusion: The importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided.

1 Introduction

The school’s mission has evolved from merely transmitting academic content to fostering competencies and values for the personal development of students by promoting their socio-emotional skills ( Pérez-Fuentes et al., 2019 ; Zych, 2022 ). Current education system aims to ensure the complete development and well-being of both teachers and students, promoting socio-emotional connections and subsequently enhancing their personal competencies, thereby reducing vulnerability to risky behaviors ( Sandoval, 2014 ; Pérez-Fuentes et al., 2019 ). To achieve the transfer of necessary knowledge, skills, values, and principles for the ethical, socio-affective, and intellectual development of students, teachers need specific personal competencies that enhance the teaching-learning process, and address individual and collective characteristics ( Lytle et al., 2018 ). Personal competencies include encompassing self-knowledge and emotional and cognitive control ( Galvis, 2007 ), and optimism, sociability, emotional understanding, and self-efficacy, have been highlighted as some of them, among others ( Pérez-Fuentes et al., 2019 ).

Therefore, teachers constantly face a wide variety of challenges in educational institutions ( Clandinin et al., 2015 ; Funes, 2016 ). Sometimes, these challenging situations exceed an individual’s personal resources and, far from fostering a positive emotional environment, there is an increase in student and teacher attitudes that are detrimental and have a negative impact on student learning and the well-being of the entire educational community ( Schutz et al., 2009 ; Extremera et al., 2019 ).

Education professionals who have an adequate personal repertoire of competencies are able to recognize and understand their own emotions and those of others and, therefore, use this information effectively to guide their behavior and make appropriate decisions in the classroom ( Schutz et al., 2009 ; García, 2013 ). Teachers’ personal competencies refer to the ability of teachers to recognize, understand and regulate their own emotional states, establish effective interpersonal relationships, and promote the development of socioemotional skills in the educational environment, such as emotional self-awareness, emotional self-regulation, motivation, empathy and social skills ( Salovey and Mayer, 1990 ; García, 2013 ). It has been observed that the presence of these psychological skills is related to greater job satisfaction, a greater sense of excitement for the performance of their teaching work, better management of emotionally demanding situations and a reduction in job burnout since these competencies enable them to adapt to different personal and professional contexts ( Salovey and Mayer, 1990 ; Bakker and Demerouti, 2017 ; Mérida López et al., 2020 ). Another factor that becomes important in teachers is metacognition, which refers to the ability to control one’s cognitive processes by enabling one to understand oneself and others in terms of mental states, such as feelings, convictions, intentions, and desires, and to be able to reflect on one’s own and others’ behaviors ( Iacolino et al., 2023 ). Thus, teachers who have a better repertoire of emotional regulation are more likely to be more effective in achieving their academic goals, creating quality social relationships and appropriately managing classroom functioning, preventing the occurrence of negative classroom situations and problems associated with adolescent disruptive behavior, such as bullying (in the classroom or through the Internet, interpersonal violence and substance abuse) ( Sutton, 2004 ; Pérez-Fuentes et al., 2021 ; Molero et al., 2023 ).

Teachers with good personal competencies tend to create an emotionally safe classroom environment that favors the learning and socioemotional development of students, who develop skills such as empathy, peaceful conflict resolution and the cultivation of life skills; and benefit their state of well-being, the academic performance of their students and their personal development within the educational environment ( Lasauskiene and Rauduvaite, 2015 ; Aristulle and Paoloni-Stente, 2019 ; Molero et al., 2022 ; Al-Jbouri et al., 2023 ). In contrast, teachers who lack good emotional skills tend to experience emotional exhaustion and may transmit negative emotions to their students, generating an unfavorable classroom environment for learning and hindering the establishment of positive relationships and effective conflict resolution, as well as the occurrence of burnout in students and a detriment in their school performance ( Bermúdez and Amaíz, 2017 ; Martos et al., 2018 ; Calleja et al., 2019 ; Laudadío and Mazzitelli, 2019 ). Teachers who experience stress, job distress and burnout tend to have a lower sense of job satisfaction and a higher number of absenteeism episodes at work, as well as poorer teaching performance, with negative effects on both classroom climate and student performance and, therefore, with detrimental consequences for the quality of the educational abilities imparted ( Gkontelos et al., 2023 ).

There are empirical studies that have been aimed at the development and implementation of designs, interventions, formations or trainings to strengthen social and emotional skills in students ( Campayo-Muñoz and Cabedo-Mas, 2017 ; Badau and Trifan, 2022 ; Al-Jbouri et al., 2023 ). However, the need for comprehensive and continuous training of teachers in social–emotional skills has been highlighted in order to promote and develop their personal competencies ( Aristulle and Paoloni-Stente, 2019 ). Although there are works focused on teachers’ emotions ( Sutton and Wheatley, 2003 ), the evolution of society and the current challenges in the educational field require a constant updating of interventions and trainings aimed at strengthening teachers’ personal competencies, and social and emotional abilities given the associations between the capacity for emotional regulation and personal fulfillment and job satisfaction ( Brackett et al., 2010 ). Personal competencies are critical to the well-being and academic success of teachers and their students who, in addition to benefiting from the presence of them, are also harmed by their absence ( Jennings and Greenberg, 2009 ; Kelly et al., 2019 ). Research and interventions to date have provided valuable information, but there is a need to continue to review and update the literature to adapt to the changing needs of the educational environment. The development of personal competencies in teachers is essential to creating positive learning environments and fostering students’ social–emotional growth ( Jennings and Greenberg, 2009 ).

Given the benefits and risks associated with personal competencies in teachers, this paper aims to explore existing studies on socioemotional training programs for teachers. The objective is to analyze how this kind of competencies have been trained and the effectiveness of the included programs. To achieve this, a systematic review of the literature was conducted, focusing on empirical studies that aim to promote and enhance these skills in teachers through different intervention programs.

2 Methodology

To achieve greater rigor in the process, this systematic review was based and developed according to the standards indicated by the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses PRISMA methodology ( Page et al., 2021 ).

2.1 Search strategy

The following databases were used for the search and review of documents: Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus. Based on the objective of this review, the search was to collect studies that addressed a training program aimed at fostering the development of personal competencies with participants who worked as teachers in an educational institution. For this reason, the chosen databases are particularly relevant to the subject matter of the study due to their specialized focus on psychological and educational research, which is relevant for studies on socioemotional skills.

To collect as many publications as possible, two search formulas were established and reviewed using a series of Spanish and English terms as descriptors combined with the Boolean operators “AND” and “OR,” some of them searched for in the title of the publication (ti) and others in the abstract (ab). The two search formulas used in the databases were as follows (the first with English terms and the second with Spanish terms): (1) ti(“emotional competencies” OR “emotional skills” OR “psychosocial competencies” OR “psychosocial skills” OR “personal competencies” OR “personal skills” OR “psychosocial well-being” OR “social–emotional competencies”) AND ab[(Intervention OR treatment OR training OR enhance OR improvement OR program) AND (teacher OR professor)]; and (2) ti(“emotional competencies” OR “emotional skills” OR “psychosocial competencies” OR “psychosocial skills” OR “personal skills” OR “personal skills” OR “psychosocial well-being” OR “social–emotional competencies”) AND ab[(Intervention OR treatment OR training OR training OR enhance OR improvement OR program) AND (teacher OR professor)].

In all the databases and for all the searches performed, the following filters were applied: type of document (scientific journal article, with full text access and evaluated by experts), date (from 2010 to 2023) and language (Spanish and English). The databases used and the results of each search are shown in Table 1 , detailing the publications obtained before applying the filters (initial results) and the results that passed the filters (final results).

Table 1 . Databases and search results.

2.2 Eligibility criteria

Once the eligibility criteria were established and applied, two reviewers independently examined each of the titles and abstracts of the remaining papers to assess their potential eligibility. When the abstract was not sufficient to assess its selection and inclusion in the present work, an exhaustive review of the full text was carried out. Any discrepancies detected in the selection of papers were resolved by consensus. We excluded those studies that did not meet these criteria or did not provide relevant information to respond to the proposed objective.

To establish the exclusion and inclusion criteria, the model known as PICOS ( Landa-Ramírez and Arredondo-Pantaleón, 2014 ) was followed.

Based on this strategy, guidelines have been developed to reject or include documents in this study through its four elements:

1. Population: studies that provided samples of teachers of any educational level were chosen for this review.

2. Subject of interest: all the studies that carry out a training program with the objective of enhancing personal competencies with teachers have been considered.

3. Context: we selected research related to the educational field, excluding intervention studies carried out in any other type of professional context.

4. Study design: the documents included are empirical scientific articles, peer-reviewed and published in both Spanish and English from 2010 to the present. This publication date filter had the intention of compiling and analyzing as many intervention studies as possible. Studies that were narrative, review or intervention proposals were discarded, as well as those that were descriptive in nature and studies that did not address the training of personal competencies. In addition, articles whose text was not in Spanish or English were excluded.

2.3 Studies selection process

Of the 303 publications initially identified, 196 were selected after applying the filters. The title and abstract were reviewed to confirm their inclusion in the review, leaving 26 available. Finally, of the remaining 26 studies, 13 were rejected after review of the full text, leaving 13 papers selected and included in the review. The selection process of the publications included and reviewed in this work can be seen in Figure 1 .

Figure 1 . Flow diagram of the studies selection process.

A synthesis of the selected studies has been carried out. Table 2 shows the most relevant results of the papers reviewed and included in this work. From left to right, the authors, date of publication and country of origin of each study are shown first. Next, the number of participants and their occupation are shown. Next, the design of each study, the objectives established, the measuring instruments used, the data to be highlighted on the training carried out and, finally, the results obtained are indicated.

Table 2 . Synthesis of the selected studies.

It should be noted that Spain is the country that has implemented the largest number of programs in this line of research, being the origin of eight of the 13 studies reviewed. It is also worth mentioning that the most recent study is that of Caires et al. (2023) and the oldest corresponds to Karimzadeh et al. (2012) . The largest sample is observed in the work of Schoeps et al. (2019) , of 340 participants, while the smallest had 20 teachers ( Chianese and Prats, 2021 ). Five of the samples analyzed are composed of future teachers, i.e., Education students, while the rest of the participants were teachers working in different educational institutions (either public or private schools, and at different formative levels: Pre-school, Primary and/or Secondary). It was found that the most used design was quasi-experimental and, finally, although all the studies had the same research objective (to foster emotional skills in teachers), a great variety was found in the measurement instruments used, the intervention used, its duration, and the results obtained.

Bustamante and Mejía (2019) designed 12 workshops of two hours each, based on EI skills and aimed at fostering the development of competencies such as emotional self-awareness, empathy, emotional regulation, motivation, assertive communication, teamwork, and conflict resolution in teachers of a training center. The activities, both face-to-face and experiential, such as dance and theater, allowed the participants to express positive emotions and manage well-being, based on internal dialogue, attention, concentration, stress control and assertiveness. The results showed favorable effects on the development of competencies: they improved in coping with setbacks and work stress; in the management and expression of emotions, although they were not significant.

In the study conducted by Caires et al. (2023) , they carried out an emotional education program consisting of six 90-min sessions in which socioemotional training was applied to future teachers. Participants indicate that, according to their experience, the program positively impacted four of the five domains covered by the program framework: self-awareness, social awareness, relationship skills, and responsible decision making. Results showed that participants experienced an improvement in their emotional repertoire, including the ability to express and understand their own and others’ emotions, as well as empathy and emotional connection.

The training by Castillo-Gualda et al. (2017) followed the RULER method, a social–emotional intervention based on the EI model of Mayer and Salovey (1997) with a duration of three months (eight sessions of three hours each) and the development of EI skills: improving job satisfaction, the level of teaching commitment, and the reduction of work stress levels. Through a face-to-face methodology, teachers improved their emotional understanding (understanding the causes and consequences of their emotions), expanded their emotional vocabulary, acquired a greater emotional management repertoire, and increased their feelings of job satisfaction and performance (personal fulfillment, job effectiveness, and greater concentration and motivation at work). However, no significant differences were obtained in the levels of burnout measured.

Chianese and Prats (2021) applied a Coaching in Education Program (CEd) that consisted of two phases (the first lasted 15.5 h and the second 9.5 h). Group training, individual sessions (face-to-face and online) and peer coaching sessions were conducted. Both qualitative and quantitative results showed a general improvement in these competencies, although the latter were not significant. According to the students, classroom management turned out to be more practical and they were more motivated after the training. On the other hand, teachers and the management team alluded to participation and space for reflection inside and outside the classroom as facilitators of change (justified by the authors as a possible contagion effect), as well as lack of time and overlapping with similar programs as variables that hindered improvement.

Dolev and Leshem’s (2016) work consisted of 12 group workshops and 10 personal coaching sessions, conducted over a 2-year period, as part of an EI training program. Participants conclude that they experienced improvements in their emotional competencies and related behaviors, and that these changes had a positive impact on their work. In addition, many participants showed improvements as reported on the EQ-i measure.

Harvey et al. (2016) worked on classroom environments, relationships, patterns, beliefs, and emotional coaching. Through an emotional coaching of three semi-structured workshops called Quality Learning Circles (based on cognitive-behavioral therapy), each lasting one day and developed over a three-month period, as well as in a follow-up session, peer support was provided, performance practices were compared, and skills tested were reflected upon. The results show an improvement in the teachers’ relationships, boundary setting and emotional awareness. However, not all of them improved and just over a third worsened in the data related to classroom climate. No change in improvement was observed in the students.

The 14-week program of Izquierdo et al. (2022) was based on the work of five dimensions: intrapersonal, interpersonal, stress management, adaptation, and mood/humor. The didactic approaches used in the classroom and their contribution to the development of competencies were analyzed, personal and professional strengths and skills of teachers were discovered, and the development of innovative methodologies and teamwork among teachers, strategies for their emotional development and for effective conflict resolution, work organization, time, communication, and leadership, among others, were encouraged. The dimensions addressed improved significantly in the participants of the intervention condition, highlighting the state of mind, a relevant factor in the creation of a more positive and healthier educational environment.

Karimzadeh et al. (2012) conducted an emotional intelligence teacher (EIT) program for 10 two-hour sessions over 10 weeks, the training provided teachers with a series of practical activities to perform on their own and in the classroom to promote the development of each EI skill, creating a more stable and productive learning environment through positive social interaction, engagement, and academic performance among students. The results showed a significant increase in social–emotional skills and their components in teachers, as well as a positive correlation between increased emotional skills and mental health.

During 10 weeks of a four-month period with two sessions of two hours each, Palomera et al. (2017) integrated an emotional training of active and cooperative methodology in a compulsory subject. Students were organized in small groups and deepened in the competencies introduced by their teacher: self-esteem, emotional regulation, empathy, assertiveness, and social skills; and individual and group practices (role plays, case studies, video analysis, self-reports, group dynamics) were carried out among them. Using audiovisual recordings and scores based on group coordination, communication skills, the quality of the content presented and creativity in the design of the practice, it was possible to increase creativity, self-esteem, and oratorical confidence, and to improve the empathic concern and assertiveness of the future teachers. However, they allude to a “sleeper effect” to explain that the effects at follow-up, 6 months or more after completion, are greater than those observed in the post measures.

Schoeps et al. (2019) organized teachers into seven groups and participated in an intervention program based on the EI skills model of Mayer et al. (2016) , completing seven sessions of two hours each (over three months) on experiential dynamics: visualization/meditation, role-playing exercises, and discussions. At the beginning, group cohesion and EI skills were worked on, and in the last two sessions, assertiveness, conflict resolution, self-esteem and empathy were practiced in a natural context. Through the development of emotional skills and abilities, participants significantly reduced their levels of depression and anxiety, and decreased their levels of burnout : they felt less indifference towards work, psychological exhaustion, and feelings of guilt. On the other hand, motivation and commitment remained stable in both groups and, although the experimental group reported feeling more life satisfaction and higher self-esteem than the control group, this result was not maintained over time.

Torrijos et al. (2016) taught an Emotional Education program (Pro-Emociona) in which participants worked on six thematic blocks (emotional recognition and regulation, self-motivation, empathy, and social competencies) through a practical, active, and participatory methodology lasting 30 h in total (two weekly sessions of 3 h). Participants refer to the need, importance, and usefulness of developing this type of competencies both for their teaching practice and for their personal and social well-being. The self-report measure and the satisfaction questionnaire reflect higher levels of intrapersonal competencies (emotional awareness, regulation, and motivation) and interpersonal competencies (empathy and social skills) once the training is completed.

Zych and Llorent (2020) applied an intervention program inspired by the social and emotional learning approach of Elbertson et al. (2009) . Over ten sessions of one and a half hours each, they addressed awareness, understanding and emotional management: self-esteem, empathy, assertiveness and responsible decision making. In the intervention group, the program was incorporated into the regular curriculum as a mandatory course called School Climate and Culture of Peace in Early Childhood Education, while the control group followed their regular curriculum, which includes group work, role-playing and some content directly and indirectly related to these competencies. The classes were interactive, with group work, practical examples and role-plays in which participants worked in teams. The results reflect an improvement in the emotional clarity of the intervention group and in participants with low initial level in socioemotional competencies, a statistically significant improvement was found in emotional repair and self-management.

Finally, the author Zych together with other collaborators ( Zych et al., 2022 ) implemented an intervention program based on at least 4 tasks carried out in each subject that was part of the plan for the promotion of social and emotional competencies. These tasks were interactive activities, with techniques such as role-playing and group work, designed to promote empathy, social competencies and emotional understanding and management. It was possible to promote social and emotional competencies in the participants of the intervention group, compared to those of the control group.

4 Discussion

The objective of this review was to analyze a series of experimental studies designed to enhance personal competencies in teachers at different educational levels, with the aim of collecting the work that has been done to date with this population in any educational context in the world. To this end, 13 documents were compiled and analyzed, revealing a certain variety in the approaches, interventions and results of the studies carried out.

First, it was observed that Spain was the country where the largest number of studies following this line of research was developed, indicating a significant interest in the topic in the Spanish educational context. Regarding the participants, some differences were found in the size of the samples, the largest being 340 teachers ( Schoeps et al., 2019 ), while the smallest sample was composed of 20 teachers in the study by Chianese and Prats (2021) . In addition, five of the samples analyzed were composed of prospective teachers, while the rest were made up of practicing teachers in different educational institutions. This diversity of participants provides a broader view of the effects of interventions at different stages of the teaching career. It was also noted that the most recent study corresponds to Caires et al. (2023) , while the oldest is that of Karimzadeh et al. (2012) . In addition, it is highlighted that the quasi-experimental has been the most employed in the reviewed studies.

Given the objective of the present systematic review, all the studies reviewed have shared the objective of enhancing the personal competencies of teachers through different training programs under the premise that EI-based skills can be improved with educational intervention ( Izquierdo et al., 2022 ).

The school we once knew has evolved, transitioning from merely teaching academic content to fostering students’ socio-emotional skills with the aim of enhancing their competencies and values to promote personal growth ( Pérez-Fuentes et al., 2019 ; Zych, 2022 ). The current education system seeks the holistic development and well-being of both teachers and students by strengthening socio-emotional connections to reduce vulnerability to risky behaviors ( Sandoval, 2014 ; Pérez-Fuentes et al., 2019 ) and to achieve this, teachers need specific personal competencies ( Galvis, 2007 ; Lytle et al., 2018 ; Pérez-Fuentes et al., 2019 ).

In line with this, several studies have demonstrated the effectiveness of programs that promote these personal competencies through effective interventions ( Zych et al., 2022 ). For instance, Bustamante and Mejía (2019) developed an emotional training program that had favorable effects on the overall development of socio-emotional skills. Other programs have targeted specific competencies such as the ability to express and understand emotions, feel empathy and connection ( Caires et al., 2023 ), leadership, kindness, understanding, and student responsibility/freedom ( Harvey et al., 2016 ), self-esteem, empathy, and confidence in public speaking, as well as a significant reduction in fear of public communication ( Palomera et al., 2017 ), and skills in emotional perception, understanding, and regulation ( Castillo-Gualda et al., 2017 ). Some programs have focused on personal competencies related to intrapersonal and interpersonal intelligence, stress management, adaptability, and mood ( Izquierdo et al., 2022 ), and on teachers’ emotional skills through emotional intelligence, improving aspects such as emotional repair, self-management, and motivation ( Dolev and Leshem, 2016 ; Zych and Llorent, 2020 ).

These programs have provided significant benefits, such as overall improvements in emotional competencies, more practical classroom management, and increased student motivation, as well as changes in participation and reflection ( Chianese and Prats, 2021 ). They have also positively impacted the promotion of work-related variables associated with job satisfaction and performance ( Castillo-Gualda et al., 2017 ), proving effective in the short-and long-term prevention of burnout and emotional symptoms ( Schoeps et al., 2019 ), and improving teachers’ mental health ( Karimzadeh et al., 2012 ).

A great diversity was found in terms of the measurement instruments used, the content of the training sessions, the duration of these trainings, and the results finally obtained in each study. This variety reflects the fact that there is no single, uniform approach to the promotion of emotional skills in teachers, although it may be necessary to design personalized approaches adapted to the specific needs of each group of participants. When analyzing the effects of the exercises presented, it was found that the development of emotional competencies in teachers was generally favorable, although not all the results were statistically significant. This type of interventions aimed at fostering emotional skills in teachers can have positive effects on certain aspects of their professional well-being, such as job satisfaction, teacher commitment, emotional regulation, and stress reduction at work; variables that have a beneficial impact on a student body made up of children and adolescents. However, it is important to note that the results vary according to the design of the study, the duration and nature of the intervention, as well as the characteristics of the participants. More research with rigorous designs and incorporating programs of this type consistently across the curriculum and at all levels is needed, as schools using the social and emotional learning program have been found to report improvements in academic success, less problem behavior, and better-quality educator-student relationships ( Karimzadeh et al., 2012 ). Therefore, it is necessary to investigate this line of action since there is little empirical literature that proposes the development of experimental training programs with education professionals to enhance their cognitive, emotional, and social skills.

5 Conclusions

The results showed that training education professionals in personal and emotional skills is feasible and has numerous positive implications, both for themselves and for the rest of the educational community, especially the students. In this work, the objective was to review training programs aimed at improving personal skills in the educational context with teachers and educators.

One of the main limitations identified in this systematic review is the heterogeneity of the interventions. Programs can vary widely in terms of content, duration, frequency, and methodology, which makes direct comparison between studies difficult, as each intervention may be designed and applied differently, according to the professional delivering it and responding to specific needs of the contexts in which they are implemented. Another limitation to be highlighted is the cultural and geographical context in which the studies are conducted since intervention programs carried out in different cultural and geographical contexts may present results that are not directly applicable to other settings. Sociocultural characteristics, educational systems, and local norms and values can influence the effectiveness of interventions and how they are received by participants, underscoring the relevance of considering the context when interpreting study results and designing intervention programs for different educational environments.

Despite the mentioned limitations, this systematic review has provided valuable insights that can inform future practices in personal competency training for teachers. Training personal competencies in teachers not only improves educational quality but also contributes to educators’ well-being and job satisfaction. Future practice lines should focus on the integration of continuous training, the use of digital technologies, evaluation and feedback systems, personalized research, and the promotion of holistic well-being. These integrated and sustainable approaches will ensure effective and adaptable development of personal competencies in teachers, preparing educators to face the challenges and opportunities of the contemporary educational environment.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Author contributions

PM-M: Writing – original draft, Writing – review & editing, Conceptualization, Investigation, Methodology, Validation, Visualization. MM-J: Conceptualization, Investigation, Methodology, Resources, Supervision, Validation, Writing – review & editing, Visualization. MP-F: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Writing – review & editing, Visualization. JG-L: Conceptualization, Investigation, Methodology, Resources, Supervision, Validation, Writing – review & editing, Visualization.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This publication is part of the I+D+i PID2020-119411RB-I00 funded by MCIN/AEI/10.13039/501100011033/and FEDER “Una manera de hacer Europa”.

Acknowledgments

The authors thanks to the aid for pre-doctoral contracts for the training of doctors, contemplated in the State Training Sub-programme of the State Programme to Develop, Attract and Retain Talent, within the framework of the State Plan for Scientific, Technical and Innovation Research 2021-2023, granted to Pablo Molina Moreno (reference: PRE2021-097460).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Al-Jbouri, E., Andrews, N. C. Z., Peddigrew, E., Fortier, A., and Weaver, T. (2023). Building elementary students' social and emotional skills: a randomized control trial to evaluate a teacher-led intervention. Sch. Ment. Health 15, 138–150. doi: 10.1007/s12310-022-09538-x

PubMed Abstract | Crossref Full Text | Google Scholar

Aristulle, P. D. C., and Paoloni-Stente, P. V. (2019). Habilidades socioemocionales en las comunidades educativas: aportes para la formación integral de los y las docentes. Rev. Educ. 43, 26–64. doi: 10.15517/revedu.v43i2.28643

Crossref Full Text | Google Scholar

Badau, A., and Trifan, I. M. (2022). Promote positive behaviors in preschoolers by implementing an innovative educational program for the training and development of social and emotional skills (DeCo–SE). Int. J. Environ. Res. Public Health 19:14931. doi: 10.3390/ijerph192214931

Bakker, A. B., and Demerouti, E. (2017). Job demands-resources theory: taking stock and looking forward. J. Occup. Health Psychol. 22, 273–285. doi: 10.1037/ocp0000056

Bermúdez, L. N., and Amaíz, C. A. (2017). Competencias socioemocionales de los docentes en formación. Acc. Pedag. 26, 120–129. Available at: https://dialnet.unirioja.es/descarga/articulo/6344979.pdf

Google Scholar

Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., and Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychol. Schools 47, 406–417. doi: 10.1002/pits.20478

Bustamante, O. F., and Mejía, L. S. (2019). Programa de formación y sus efectos en las competencias socioemocionales de los maestros. Acc. Pedag. 28, 82–100. Available at: https://dialnet.unirioja.es/servlet/articulo?codigo=7997868

Caires, S., Alves, R., Martins, Â., Magalhães, P., and Valente, S. (2023). Promoting socio-emotional skills in initial teacher training: an emotional educational Programme. Int. J. Emot. Educ. 15, 21–33. doi: 10.56300/VCJW9231

Calleja, L. S., Gavira, R. B., Serra, V. Q., and García, M. G. (2019). Competencias emocionales en la formación inicial del profesorado: el aprendizaje y servicio como estrategia para su desarrollo. Bordón 71, 185–203. doi: 10.13042/Bordon.2019.68385

Campayo-Muñoz, E. Á., and Cabedo-Mas, A. (2017). The role of emotional skills in music education. Br. J. Music Educ. 34, 243–258. doi: 10.1017/S0265051717000067

Castillo-Gualda, R., García, V., Pena, M., Galán, A., and Brackett, M. A. (2017). Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores españoles. Electron. J. Res. Educ. Psychol. 15, 641–664. doi: 10.25115/ejrep.43.17068

Chianese, C., and Prats, M. A. (2021). Desarrollo de las competencias emocionales del profesorado de secundaria mediante una intervención integral en coaching. Rev. Esp. Orientac. Psicopedag. 32, 110–131. doi: 10.5944/reop.vol.32.num.2.2021.31282

Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., et al. (2015). Early career teacher attrition: intentions of teachers beginning. Teach. Educ. 26, 1–16. doi: 10.1080/10476210.2014.996746

Dolev, N., and Leshem, S. (2016). Teachers' emotional intelligence: the impact of training. Int. J. Emot. Educ. 8, 75–94. Available at: https://files.eric.ed.gov/fulltext/EJ1098793.pdf

Elbertson, N. A., Brackett, M. A., and Weissberg, R. P. (2009). School-based social and emotional learning (SEL) programming: Current perspectives. Second international handbook of educational change , 1017–1032.

Extremera, N., Mérida-López, S., Sánchez-Álvarez, N., Quintana-Orts, C., and Rey, L. (2019). Un amigo es un tesoro: inteligencia emocional, apoyo social organizacional y engagement docente. Praxis y Saber 10, 69–92. doi: 10.19053/22160159.v10.n25.2019.10003

Funes, S. (2016). Las emociones en el profesorado: el afecto y el enfado como recursos para el disciplinamiento. Educ. Pesqui. 43, 785–798. doi: 10.1590/S1517-9702201610149719

Galvis, R. V. (2007). De un perfil docente tradicional a un perfil docente basado en competencias. Acción pedagógica 16, 48–57. Available at: https://dialnet.unirioja.es/descarga/articulo/2968589.pdf

García, C. H. (2013). Una experiencia de formación en competencias emocionales del profesorado universitario. Revista d’Innovació Docent Universitària 5, 42–61. Available at: https://revistes.ub.edu/index.php/RIDU/article/view/105.000001865/7580

Gkontelos, A., Vaiopoulou, J., and Stamovlasis, D. (2023). Teachers’ innovative work behavior as a function of self-efficacy, burnout, and irrational beliefs: a structural equation model. Eur. J. Investig. Health Psychol. Educ. 13, 403–418. doi: 10.3390/ejihpe13020030

Harvey, S., Evans, I., Hill, R., Henricksen, A., and Bimler, D. (2016). Warming the emotional climate of the classroom: can teachers’ social-emotional skills change? Int. J. Emot. Educ. 8, 70–87. Available at: https://www.researchgate.net/publication/316934429

Iacolino, C., Cervellione, B., Isgrò, R., Lombardo, E. M. C., Ferracane, G., Barattucci, M., et al. (2023). The role of emotional intelligence and metacognition in teachers’ stress during pandemic remote working: a moderated mediation model. Eur. J. Investig. Health Psychol. Educ. 13, 81–95. doi: 10.3390/ejihpe13010006

Izquierdo, A., Corbi, R. G., Rico, T. P., and Costa, J. L. C. (2022). Results of training program in emotional competences for primary school teachers. Eur. J. Educ. Psychol. 15, 1–17. doi: 10.32457/ejep.v15i1.1746

Jennings, P. A., and Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Rev. Educ. Res. 79, 491–525. doi: 10.3102/0034654308325693

Karimzadeh, M., Goodarzi, A., and Rezaei, S. (2012). The effect of social emotional skills training to enhance general healthy emotional intelligence in the primary teachers. Procedia. Soc. Behav. Sci. 46, 57–64. doi: 10.1016/j.sbspro.2012.05.068

Kelly, N., Cespedes, M., Clarà, M., and Danaher, P. A. (2019). Early career teachers’ intentions to leave the profession: the complex relationships among preservice education, early career support, and job satisfaction. Aust. J. Teach. Educ. 44, 93–113. doi: 10.14221/ajte.2018v44n3.6

Landa-Ramírez, E., and Arredondo-Pantaleón, A. J. (2014). Herramienta pico para la formulación y búsqueda de preguntas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología 11, 259–270. doi: 10.5209/rev_PSIC.2014.v11.n2-3.47387

Lasauskiene, J., and Rauduvaite, A. (2015). Expression of pre-service teachers’ emotional competency in their educational practice. Procedia. Soc. Behav. Sci. 205, 103–109. doi: 10.1016/j.sbspro.2015.09.031

Laudadío, J., and Mazzitelli, C. (2019). Formación del profesorado: Estilos de enseñanza y habilidades emocionales. Rev. Mex. Investig. Educ. 24, 853–869. Available at: https://www.scielo.org.mx/pdf/rmie/v24n82/1405-6666-rmie-24-82-853.pdf

Lytle, J. H., Lytle, S. L., Johanek, M. C., and Rho, K. J. (2018). Repositioning educational kadership: Practitioners kading from an inquiry stance . New York: Teachers College Press.

Mayer, J. D., Caruso, D. R., and Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates. Emot Rev. 8, 290–300. doi: 10.1177/1754073916639667

Mayer, J. D., and Salovey, P. (1997). “What is emotional intelligence?,” in Emotional Development and Emotional Intelligence . Eds. P. Salovey and D. J. Sluyter (New York, NY: Basic Books).

Martos, A., Pérez-Fuentes, M. D. C., Molero, M. D. M., Gázquez, J. J., Simón, M. D. M., and Barragán, A. (2018). Burnout and engagement in students of health sciences. Eur. J. Investig. Health Psychol. Educ. 8, 23–36. doi: 10.30552/ejihpe.v8i1.223

Mérida López, S., Extremera Pacheco, N., Quintana Orts, C., and Rey, L. (2020). Sentir ilusión por el trabajo docente: inteligencia emocional y el papel del afrontamiento resiliente en un estudio con profesorado de secundaria. Rev. Psicol. Educ. 15, 67–76. doi: 10.23923/rpye2020.01.186

Molero, M. M., Martos, A., Barragán, A. B., Pérez-Fuentes, M. C., and Gázquez, J. J. (2022). Anxiety and depression from cybervictimization in adolescents: a meta-analysis and meta-regression study. Eur. J. Psychol. Appl. Legal Context 14, 42–50. doi: 10.5093/ejpalc2022a5

Molero, M. M., Pérez-Fuentes, M. C., Martos, Á., Pino, R. M., and Gázquez, J. J. (2023). Análisis de red de síntomas emocionales y su relación con distintos tipos de cibervictimización. Eur. J. Psychol. Appl. Legal Context 15, 23–32. doi: 10.5093/ejpalc2023a3

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Rev. Esp. Cardiol. 74, 790–799. doi: 10.1016/j.rec.2021.07.010

Palomera, R., Briones, E., Gómez-Linares, A., and Vera, J. (2017). Filling the gap: improving the social and emotional skills of pre-service teachers. Rev. Psicodidact. 22, 142–149. doi: 10.1016/j.psicod.2017.05.002

Pérez-Fuentes, M. C., Gázquez, J. J., Molero, M. M., Martos, Á., Barragán, A. B., and Simón, M. M. (2021). Student burnout and engagement: relationship with adolescent use of alcohol and attitudes towards authority. Int. J. Clin. Health Psychol. 21:100225. doi: 10.1016/j.ijchp.2021.100225

Pérez-Fuentes, M. D. C., Molero, M. D. M., Herrera, I., Oropesa, N., and Gázquez, J. J. (2019). Propuesta de un Modelo de Humanización basado en las Competencias Personales: Modelo HUMAS. European J. Health Res. 5, 63–77. doi: 10.30552/ejhr.v5i1.173

Salovey, P., and Mayer, J. D. (1990). Emotional intelligence. Imagin. Cogn. Pers. 9, 185–211. doi: 10.2190/DUGG-P24E-52WK-6CDG

Sandoval, M. (2014). Convivencia y clima escolar: claves de la gestión del conocimiento. Última década 22, 153–178. doi: 10.4067/S0718-22362014000200007

Schoeps, K., Tamarit, A., de la Barrera, U., and Barrón, R. G. (2019). Effects of emotional skills training to prevent burnout syndrome in school teachers. Ansiedad y Estrés 25, 7–13. doi: 10.1016/j.anyes.2019.01.002

Schutz, P. A., Aultman, L. P., and Williams-Johnson, M. R. (2009). “Educational Psychology perspectives on teachers’ emotions” in Advances in teacher emotion research . eds. P. Schutz and M. Zembylas (Boston, MA: Springer), 195–212.

Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Soc. Psychol. Educ. 7, 379–398. doi: 10.1007/s11218-004-4229-y

Sutton, R. E., and Wheatley, K. F. (2003). Teachers' emotions and teaching: a review of the literature and directions for future research. Educ. Psychol. Rev. 15, 327–358. doi: 10.1023/A:1026131715856

Torrijos, P., Ramos, J. P. H., and Conde, M. J. R. (2016). Desarrollo de competencias emocionales en los futuros docentes de Educación Secundaria: resultados de la aplicación de un programa formativo. Hekademos 21, 35–43. Available at: http://www.hekademos.com/hekademos/media/articulos/21/03.pdf

Zych, I. (2022). Positive school climate from the conceptual framework of developmental and Educational Psychology. CES Psicología 15, 202–224. doi: 10.21615/cesp.5465

Zych, I., and Llorent, V. J. (2020). An intervention program to enhance social and emotional competencies in pre-service early childhood education teachers. Psychol. Soc. Educ. 12, 17–30. doi: 10.25115/psye.v0i0.2374

Zych, I., Marín-López, I., Fernández-Rabanillo, J. L., and Fernández, C. M. G. (2022). Docentes emocional y socialmente competentes: innovaciones para el fomento de las competencias sociales y emocionales en el alumnado de Ciencias de la Educación. Cont. Educ. 29, 189–201. doi: 10.18172/con.5111

Keywords: teachers, education, emotions, programs, personal competencies

Citation: Molina-Moreno P, Molero-Jurado MdM, Pérez-Fuentes MdC and Gázquez-Linares JJ (2024) Analysis of personal competences in teachers: a systematic review. Front. Educ . 9:1433908. doi: 10.3389/feduc.2024.1433908

Received: 16 May 2024; Accepted: 26 July 2024; Published: 06 August 2024.

Reviewed by:

Copyright © 2024 Molina-Moreno, Molero-Jurado, Pérez-Fuentes and Gázquez-Linares. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: María del Mar Molero-Jurado, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.