This study investigates the impact of an emotional management
intervention designed to reduce teacher burnout, enhance emotional well
being, and improve emotional skills. Grounded in a dialogical and
collaborative methodology, the intervention aimed to foster a systemic
transformation in emotional dynamics within secondary school teaching.
The intervention consisted of five 4-hour sessions, held over several
weeks, where teachers engaged in joint inquiry, reflective dialogue, and
co-constructed understandings of their emotional experiences in the
classroom. A mixed-methods design was employed, with 19 teachers
participating in the intervention, while a control group of nine teachers
received no intervention. To assess the impact of the intervention, both
quantitative and qualitative data were collected. Quantitative data were
gathered through pretest and posttest measures using three validated
instruments: the BarOn Emotional Quotient Inventory (EQI), which
measures emotional intelligence; the Burnout Comprehensive Stress
Questionnaire (BCSQ-36), which assesses burnout levels; and the
Interpersonal Reactivity Index (IRI), which measures empathy. The
results revealed significant improvements in emotional intelligence,
empathy, and reductions in burnout for the intervention group compared
to the control group. Qualitative data were gathered through discussion
groups, where teachers shared their personal experiences and reflections
on the intervention. The analysis of these group discussions revealed key
outcomes: empowerment, increased self-awareness, and shifts in
emotional management strategies. Teachers reported feeling more
equipped to handle classroom emotional dynamics and experienced
greater job satisfaction. This study underscores the importance of
relational and reflective practices in fostering emotional well-being and
reducing burnout, providing a valuable framework for future emotional
management interventions in educational settings.