Competencias Emocionales del Profesorado, Agotamiento y Gestión del Aula: Una Revisión Sistemática
Teachers’ Emotional Competencies, Burnout, and Classroom Management: A Systematic Review
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.e1.12.184-203Palabras clave:
competencias emocionales, profesorado, agotamiento, gestión del aula, revisión sistemáticaResumen
Las competencias emocionales del profesorado se vinculan con el agotamiento, el bienestar y la conducción del aula, pero la evidencia reciente no se ha integrado de forma conjunta para docentes en ejercicio y en formación inicial. El objetivo fue sintetizar la evidencia empírica publicada entre 2022 y 2025 sobre la relación entre la inteligencia emocional, la regulación emocional, la empatía y la competencia socioemocional del profesorado y su gestión del aula, su agotamiento, su bienestar y sus actitudes hacia la inclusión. Se realizó una revisión sistemática conforme a PRISMA 2020, con búsqueda en ERIC, PubMed y DOAJ el 15 de octubre de 2025, cribado mediante dos ejecuciones independientes de un asistente de inteligencia artificial y valoración de la calidad con el MMAT 2018. De 457 registros se incluyeron 45 estudios de 15 países, 34 de ellos transversales cuantitativos. Entre los 33 estudios sobre agotamiento, 12 informaron asociaciones favorables, 16 mixtas y 5 nulas o no concluyentes, y la gestión del aula se examinó solo en 4 estudios. La calidad fue de baja a moderada, con una media de 1,96 criterios cumplidos sobre cinco. Se concluye que las competencias emocionales se asocian, en la dirección esperada, pero de manera heterogénea, con un menor agotamiento, y que la evidencia sobre la gestión del aula es insuficiente.
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