Abstract

PORRAS HUALLPACUSI, Luz Bertha  and  SEGURA MACAVILCA, Yovina Misulan. Relationship between soft skills and stress reduction in teachers: A systematic review. Vive Rev. Salud [online]. 2025, vol.8, n.22, pp.290-303.  Epub Jan 22, 2025. ISSN 2664-3243.  https://doi.org/10.33996/revistavive.v8i22.376.

Work-related stress among teachers is a growing problem that negatively affects both their well-being and the quality of education they provide. In this context, soft skills such as emotional intelligence, effective communication, and conflict resolution abilities emerge as key tools for managing stressful situations. This systematic review aims to analyze the relationship between soft skills and stress reduction in teachers from educational institutions, identifying evidence that supports their usefulness in this area. A comprehensive search was conducted in academic databases such as Scopus, PubMed, PsycINFO, and Web of Science, following PRISMA guidelines. Studies published between 2013 and 2024 in English and Spanish that investigated the impact of soft skills on teacher stress were included. Studies with non-teacher populations, narrative reviews, and studies without full-text access were excluded. After selection, a total of 6 studies that met methodological quality criteria were analyzed. The findings highlight that soft skills, particularly emotional intelligence and interpersonal communication strategies, have a significant impact on reducing teacher stress. These competencies promote greater resilience, improve classroom management, and facilitate positive interpersonal relationships, which are crucial factors for a healthy work environment. However, limitations were identified in the heterogeneity of the study designs and measurement tools used in the reviewed studies.

Keywords : Soft skills; Work-related stress; Competence; Resilience; Emotional intelligence.

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