Teachers’ emotional management and intelligence in university praxis

Abstract

This review article analyzes the role of teachers’ emotional management and emotional intelligence as an articulating axis of contemporary university praxis. Through a documentary review of indexed literature published between 1990 and 2025, the study examined the founding theoretical models of the construct, its transfer to the educational field and recent empirical evidence on its impact in higher education. Findings show that faculty emotional competencies, particularly self-awareness, self-regulation, empathy and social skills, sustain a favorable classroom climate, strengthen the pedagogical relationship and protect teachers against professional burnout. Likewise, a persistent gap is confirmed in the initial and ongoing training of university faculty, where the affective dimension remains subordinated to disciplinary content. It is concluded that the emotional synergy between teacher and student constitutes a strategic professional competency that higher education institutions must cultivate systematically.