EXPLORING EMOTIONAL DEMANDS AND TEACHER WELLBEING: A SCOPING REVIEW OF THE EVIDENCE

Abstract

The teaching profession has long been recognized as emotionally demanding, yet fewer studies have examined how these emotional demands specifically affect teacher well-being. This scoping review aims to systematically assess the current evidence regarding the influence of emotional demands on teacher well-being, with a particular focus on their role in shaping teachers' intentions to retire early. Following Arksey and O'Malley's model and the PRISMA-ScR guidelines, this study reviewed 11 quantitative studies published between 2016 and 2025. Three broad themes emerged: emotional processes, impact outcomes, and supportive enablers. The findings indicate that high emotional demands, especially related to surface acting and work-life conflict, are strongly associated with burnout, emotional exhaustion, and the intention to retire early, particularly among mid- to late-career teachers. Conversely, deep acting, emotional regulation skills, and supportive leadership were found to mitigate these negative impacts. This review underscores the necessity for schools to create emotionally supportive environments and implement leadership strategies that prioritize teacher well-being. It also highlights the importance of developing targeted interventions and culturally sensitive policies to address emotional demands. Future research should focus on longitudinal studies to explore the effects of different time horizons and intervention strategies on this critical issue.