Nelson Edgardo Grados Amaya

DOI: 10.59427/rcli/2023/v23cs.3173-3183

The objective of this review article was to analyze the impact of socio-emotional competencies as a key factor in teacher development. For this purpose, twenty articles published in various scientific journals were reviewed. The databases used were Scopus Dialnet, Schola Redalyc and Scielo. The systematic scientific review of the literature was used, which was developed in three moments: selection, review and systematization, among the inclusion criteria we have research that has been published in the last five years and is supported by prestigious institutions or universities, among those excluded, all work that does not contain the variables or that does not come from reliable sources or that is undergraduate or Master’s degree work was demarcated. The most solid articles that respond to our outlined objectives were selected, which served as inputs to elaborate our results and finally the conclusions; Letting us know that socio-emotional competencies are vital in teacher training and with proper management of their emotions, self-knowledge, empathy, regulation, motivation, assertive communication, collaborative work and conflict resolution will be enhanced in teachers.

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