The Role of Emotional Intelligence in Academic Performance, Teacher Effectiveness, and Mental Health: A Systematic Review

Abstract

This study presents a systematic review of empirical literature on emotional intelligence (EI) and its relationship with academic performance, teacher effectiveness, mental health, and intervention outcomes. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, 27 peer-reviewed studies were identified, screened, and synthesised into a thematic evidence table. The review highlights consistent findings that higher EI levels are associated with improved academic achievement, greater teaching efficacy, enhanced well-being, and reduced stress. Additionally, interventions designed to develop EI competencies demonstrate positive impacts on both student and teacher outcomes. The analysis also integrates theoretical contributions from seminal works to provide a conceptual foundation for understanding EI’s multidimensional role in education. Limitations across studies include small sample sizes, cultural specificity, and varying measurement tools, suggesting the need for more cross-cultural longitudinal research. Overall, the review underscores EI as a significant factor in educational and psychological success, advocating for its integration into curricula and teacher training programs.