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Introduction
Teacher stress has adverse effects on daily school life, weakening the relationship with students and lowering their learning level (Fisher, 2011; Gomes and Quintão, 2011; Herman et al., 2018; Jones et al., 2013; Shussler et al., 2016; Silveira et al., 2014), especially in regions of greater social vulnerability – in contexts of social disadvantages, exposure to violence and poverty – that add an additional burden to the teacher's hardship (Abramovay, 2002; Jennings et al., 2017).
Factors associated with social and contextual school changes have contributed to making teaching more complex and to a rise in the stress level of the teachers, leading to decreased satisfaction with the task of teaching and abandonment of the profession (Fisher, 2011; Karimzadeh et al., 2012; Richards, 2012; Schussler et al., 2016). This scenario has been identified in several countries, such as the United States (see Jennings and Greenberg, 2009), Germany (see Rahm and Heise, 2019), Brazil (see Carlotto, 2011), Ethiopia (see Kabito and Wami, 2020) and Iraq (see Al-Asadi et al., 2018).
Improving the skills to deal better with emotions is effective in promoting psychological well-being, reducing stress and promoting emotional and mental health (Gómez-Gascón et al., 2013; Karimzadeh et al., 2012), in addition to strengthening the quality of relationships (Maulana et al., 2014).
However, traditional Brazilian teacher training focuses almost exclusively on cognitive issues of the pedagogical process and does not consider the emotional and affective dimensions (Amado et al., 2016; Freire et al., 2012; Ribeiro, 2010). This shows it is necessary to seek strategies that help teachers to cope with the emotional demands of teaching.
However, there are a small number of studies that have evaluated the impacts that programs or interventions have on a teacher's emotional education (Marques et al., 2019). The majority of the 398 studies found on emotional education and socioemotional learning in schools until the year 2017 evaluated interventions aimed at students. There were 108 studies (27%) partially involving the teacher (Marques et al., 2019), and 90 articles showing the teacher as a participant, but they do not address their own socioemotional competence (Esen-Aygun and Sahin-Taskin, 2017; Paxton et al., 2013; Shek and Sun, 2013). Only...