The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

Teacher training programs usually contain specific psychoeducational aspects, but these should also promote citizenship competences based on social justice in order to encourage a more sustainable world. The three dimensions of Social Justice, the Belief in a Just World (BJW) and Social Dominance Orientation (SDO) are psychosocial variables linked to the construction of civic engagement and participation, including in digital frameworks. The aim of the study was to analyze these variables in students seeking teaching training degrees that have begun their program and students who are finishing their studies. The sample was composed of 420 teachers enrolled in a Teacher Training Degree for Elementary Education with an age range between 17 to 44 (M = 21.10; DT = 3.26), among which a subgroup was in their first year of study (n = 217) and another group was in the fourth year (n = 203). The results shows that there were significant differences in social justice representations, and in levels of SDO and BJW, with a better psychosocial index at the end of training. The changes in social justice representations of future teachers are not uniform for the three dimensions and some gender differences were maintained, showing no significant differences in the variables evaluated in both stages of training. Finally, linear regression analyses showed that BJW and SDO predicted social justice representations and the Digital Civic Engagement of future teachers. The implications of the psychosocial variables studied are discussed as possible factors to consider in educational psychology to promote innovative developments from teacher training programs.