SOCIOEMOTIONAL COMPETENCIES AND CAPACITIES OF TEACHERS FOR THE MANAGEMENT OF INTERPERSONAL CONFLICTS IN THE SCHOOL ENVIRONMENT: A THEORETICAL REVIEW

Abstract

This teorical review article aims to present a state of the arte and conceptual framework on teachers’ socio-emotional competencies and capacities, oriented toward the management of interpersonal conflict in school settings. Among the authors reviewed, the following stand out: Goleman, CASEL, Extremera and Mérida López, Schonert-Reichl, Salas Rodríguez and Arrieta, Chicoma, Santisteban, Martelo and Sierra, all of whom agree that teachers’socio-emotional competencies play a crucial rol in the effective management of interpersonal conflicts in schools. The analyzed literature shows that strengthening these skills reduces the incidence of conflicts, prevents teacher bournout, and promotes more consistent restorative practices. The findings underscore the need to integrate socio- emotional information into initial and ongoing teacher training, as well as to align these processes with institutional policies that foster positive school climate and well-bing. Bases on the premise that conflict management in schools depends both on institutional ocnditions and on teachers’ personal an pfrofesional resources, the article integrates classical and contemporaru evidence on emotional intelligence, socioemotional competencies, conflict management models, and school-based supportive approaches (restorative practices, communication skills, mediation). An integrative framework is proposed that considers antecedents (individual traits, training, and institutional culture) mediators (teachers’ socioemotional competencies), and excepted outcomes (positive school climate, reduced incidents, improved students’ socioemotional learning).