Teacher Socio-Emotional Leadership and Institutional Strategies to Promote Well-being, Resilience and Healthy Educational Environments

Abstract

Teacher socio-emotional leadership and institutional strategies are important dimensions for understanding professional well-being, resilience and the promotion of healthy educational environments. This study aimed to examine the relationship between teachers’ socio-emotional competencies and institutional strategies designed to support teacher well-being, taking into account the personal, relational and organisational factors associated with these dimensions. A qualitative approach with a descriptive and interpretative scope was adopted, using documentary analysis guided by the PRISMA 2020 guidelines. The findings indicated that emotional self-regulation, empathy and assertive communication were associated with the quality of professional interactions and the ability to cope with educational demands. Furthermore, leadership support, collaboration among colleagues and organisational conditions were identified as factors associated with professional well-being and resilience. It was concluded that the integration of socio-emotional competencies and institutional strategies is important for fostering positive relationships, inclusion and the development of healthy educational environments.