ESP-4419

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2026-01-19

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Vol. 11 No. 1 (2026): Publishing

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Review Articles

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Copyright (c) 2026 Yuhan Xue*, Aida Hanim A.Hamid, Mohamed Yusoff Mohd Nor

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How to Cite

Yuhan Xue, Aida Hanim A.Hamid, & Mohamed Yusoff Mohd Nor. (2026). Emotional intelligence as a protective factor against teacher burnout: A systematic review without meta-analysis. Environment and Social Psychology, 11(1), ESP-4419. https://doi.org/10.59429/esp.v11i1.4419

Emotional intelligence as a protective factor against teacher burnout: A systematic review without meta-analysis

Yuhan Xue

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

Aida Hanim A.Hamid

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

Mohamed Yusoff Mohd Nor

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia


DOI: https://doi.org/10.59429/esp.v11i1.4419


Keywords: emotional intelligence; teacher burnout; emotion regulation; resilience; mindfulness; systematic review; PRISMA

Abstract

Teacher burnout is main concern globally and is identified by emotional fatigue and depersonalization, while emotional intelligence (EI) has been recognized as a key shielding factor against burnout. Research findings on this remain fragmented that vary in contexts and methods. This study presents a systematic review without meta-analysis, examining a total of 73 peer-reviewed empirical articles published between 2015 and 2025, recognized through extensive searches in Web of Science (WoS) and Scopus in line with PRISMA 2020 guidelines. Included studies explored EI and related constructs, such as emotion regulation and socio-emotional competence, in connection with teacher burnout among in-service educators. Data were organized using a structured coding framework and synthesized thematically, taking into account individual, organizational, and contextual factors. Most studies identified that higher EI was related to lesser emotional exhaustion and depersonalization, and superior personal achievement. Four ways elucidated this effect: adaptive emotion regulation, resilience and coping efficacy, supportive work climates, and reflective emotional learning. Mindfulness, empathy, and trust improved EI’s benefits, while workload, low peer support, and obstructive norms deteriorated them. Outcomes varied by education level, context, and EI measures. Overall, EI arises as a multidimensional resilience resource formed by personal, relational, and cultural factors. Strengthening educators’ emotion handling skills by training, reflection, and caring surroundings can lessen burnout and endorse well-being. Future research streamline EI–burnout dynamics and advance cross-cultural validity.

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