Teaching Performance Mediated by Emotional Well-Being: A Systematic Review

Miranda-Romero L.D.; Cerrón-Zavala N.R.; Díaz-del Águila F.; Cossio-Ale A.M.; Reeves-Huapaya E.S. · Journal of Curriculum and Teaching (2025) · DOI: 10.5430/jct.v14n3p163

Resumen

Teaching professionals continually face challenges that affect their work performance. One of these challenges is related to emotional well-being, which is influenced by the different work demands, institutional changes, the teaching-learning activity itself, and the interaction with students. Considering the impact on teacher performance, assessing and considering their emotional well-being is necessary. This article aimed to analyze how teaching performance is mediated by emotional well-being. For this purpose, a systematic literature review was carried out, the search process of which was supported by the PRISMA methodology. The search process was carried out in the Scopus, WoS, and SciELO databases, from which a total of 24 articles were obtained that met the established inclusion criteria. It is concluded that for effective work performance, teachers must enjoy emotional well-being; in addition, educational policies must be oriented to ensure the emotional health of teachers, making appropriate interventions that focus on the different negative and positive emotions that these professionals may experience in their daily practice. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

Instituciones: Universidad Ricardo Palma; Universidad Nacional Autónoma de Alto Amazonas; Universidad Nacional Hermilio Valdizán; Universidad Nacional de Barranca; Universidad César Vallejo