Teacher Emotional Competence for Inclusive Education: A Systematic Review
Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competenc...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/3/359 |
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| author | Emanuela Calandri Sofia Mastrokoukou Cecilia Marchisio Alessandro Monchietto Federica Graziano |
| author_facet | Emanuela Calandri Sofia Mastrokoukou Cecilia Marchisio Alessandro Monchietto Federica Graziano |
| author_sort | Emanuela Calandri |
| collection | DOAJ |
| description | Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competence and inclusive education through the following research questions: (1) What aspects of teachers’ emotional competence have been studied in relation to inclusive education? (2) How does teachers’ emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers’ emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher–student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers’ skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments. |
| format | Article |
| id | doaj-art-e824f5bf59d246c4808616a5086ac54b |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-e824f5bf59d246c4808616a5086ac54b2025-08-20T02:42:45ZengMDPI AGBehavioral Sciences2076-328X2025-03-0115335910.3390/bs15030359Teacher Emotional Competence for Inclusive Education: A Systematic ReviewEmanuela Calandri0Sofia Mastrokoukou1Cecilia Marchisio2Alessandro Monchietto3Federica Graziano4Department of Psychology, University of Torino, 10124 Torino, ItalyDepartment of Political and Social Sciences, University of Salerno, 84084 Fisciano, ItalyDepartment of Philosophy and Education Sciences, University of Torino, 10124 Torino, ItalyDepartment of Philosophy and Education Sciences, University of Torino, 10124 Torino, ItalyDepartment of Psychology, University of Torino, 10124 Torino, ItalyAlthough many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competence and inclusive education through the following research questions: (1) What aspects of teachers’ emotional competence have been studied in relation to inclusive education? (2) How does teachers’ emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers’ emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher–student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers’ skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments.https://www.mdpi.com/2076-328X/15/3/359inclusive educationdisabilityspecial educational needs (SENs)teachersprimary schoolsecondary school |
| spellingShingle | Emanuela Calandri Sofia Mastrokoukou Cecilia Marchisio Alessandro Monchietto Federica Graziano Teacher Emotional Competence for Inclusive Education: A Systematic Review Behavioral Sciences inclusive education disability special educational needs (SENs) teachers primary school secondary school |
| title | Teacher Emotional Competence for Inclusive Education: A Systematic Review |
| title_full | Teacher Emotional Competence for Inclusive Education: A Systematic Review |
| title_fullStr | Teacher Emotional Competence for Inclusive Education: A Systematic Review |
| title_full_unstemmed | Teacher Emotional Competence for Inclusive Education: A Systematic Review |
| title_short | Teacher Emotional Competence for Inclusive Education: A Systematic Review |
| title_sort | teacher emotional competence for inclusive education a systematic review |
| topic | inclusive education disability special educational needs (SENs) teachers primary school secondary school |
| url | https://www.mdpi.com/2076-328X/15/3/359 |
| work_keys_str_mv | AT emanuelacalandri teacheremotionalcompetenceforinclusiveeducationasystematicreview AT sofiamastrokoukou teacheremotionalcompetenceforinclusiveeducationasystematicreview AT ceciliamarchisio teacheremotionalcompetenceforinclusiveeducationasystematicreview AT alessandromonchietto teacheremotionalcompetenceforinclusiveeducationasystematicreview AT federicagraziano teacheremotionalcompetenceforinclusiveeducationasystematicreview |