This literature review examines the impact of teachers' social-emotional competence on classroom culture, teacher-student relationships, and teacher burnout. The review recommends interventions, including mindfulness programs and practices, to increase teachers' social-emotional competence and reduce stress. Finally, the review makes suggestions for future research, stating that more studies need to be completed on the effectiveness of interventions to improve teachers' social-emotional competence and decrease stress.
Jennings, P.A., & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review Of Educational Research, 79(1), 491-525.