Abstract

Interventions related to the socio-emotional competencies of teachers are promoted in literature; however, research regarding the reported effect of these interventions is still incipient. The objective of the present study is to analyse the effectiveness, design and implementation aspects of intervention programmes in socio-emotional competencies in teachers. The method used was a systematic review of the literature in the Web of Science, Scopus and Eric databases over the last 10 years.The sample obtained consisted of 4 research studies that met the inclusion criteria. The results show that the studies have been developed in Asia, with samples smaller than 200 participants, and with positive effects. Variations in training time, methodologies and variables involved in the study were identified. In conclusion, intervention programmes in socio-emotional competencies have a positive effect on teachers by improving their perception, understanding, emotional regulation, empathy, efficacy and teaching well-being.