Título: Socio-emotional competencies of mathematics teachers in the learning environment of high school students: a systematic review

Autor(es): ALVAREZ TINAJERO NEVY MARIELA, ARCINIEGAS ROMERO MARIA GABRIELA, NARVAEZ PINANGO MIGUEL ANGEL, POZO REVELO DIEGO ALEXANDER

Fecha de publicación: 26-may-2025

Resumen: This study presents the results of a systematic literature review (2020–2024) on the socio-emotional competencies of mathematics teachers. The objective was to analyze the impact of mathematics teachers’ socio-emotional competencies on the learning environment and their influence on the attitude and academic performance of high school students. The importance of teachers’ socio-emotional competencies in creating a positive and effective learning environment is highlighted. Studies indicate that the development of these competencies improves interaction between teachers and students, fosters a school climate conducive to learning and facilitates conflict resolution, promoting greater cohesion in the classroom. The systematic review was conducted using the PRISMA 2020 methodology. Fourteen relevant studies from Scopus were selected and analyzed. It was found that professional development programs enhance teachers’ interpersonal skills, contributing to a dynamic and participatory learning environment, as well as improving organizational culture and work climate. As a contribution to knowledge, this study provides systematic evidence of the relationship between strengthening teachers’ socio-emotional competencies and the comprehensive improvement of the learning environment, offering a theoretical basis for designing educational programs that integrate these competencies as a central axis for teacher training.

Palabras clave: Socioemotional competences,learning environment, mathematics teachers, academic performance, high school students.

DOI: https://doi.org/10.1080/2331186X.2025.2505267

ISSN: 2331-186X

Tipo publicación: Artículo