Teachers’ psychological well-being is a crucial aspect that influences learning in a classroom climate. The aim of the study was to investigate teachers’ emotional intelligence, burnout, work engagement, and self-efficacy in times of remote teaching during COVID-19 lockdown. A sample of 65 teachers (M_age = 50.49), from early childhood through lower secondary education, were recruited during a period of school closure to answer self-report questionnaires and other measures assessing study variables. Results showed that during the COVID-19 pandemic, teachers reported higher levels of burnout and lower levels of self-esteem due to multiple challenges related to remote teaching and the growing sense of insecurity regarding health safety in the school environment. However, the negative effects of COVID-19 on teachers’ self-efficacy, work engagement, and burnout varied according to their own levels of emotional intelligence. These results demonstrate that emotional intelligence may support teachers in facing these challenges.

Background: The outbreak of the COVID-19 pandemic has caused an unprecedented and unexpected change all around the globe. The long-term effects are still ongoing, especially those related to the confinement measures. The study took place during the first COVID-19 lockdown in Italy, where everyone was forced to stay home in order to reduce the spread of the virus. The aim was to investigate the role of perceived emotional intelligence abilities (PEI) in coping with COVID-19-related anxiety. Methods: A cross-sectional study design was employed, and this study used an online survey launched through social networks, inviting adults to participate. The participants anonymously completed a three-scale online measurement of self-reported emotional abilities, coping strategies (approach and avoidance), and state anxiety towards COVID-19. Results: perceived emotional intelligence and approach coping significantly predicted state anxiety. In addition, perceived emotional intelligence mediated the relationship between approach coping and state anxiety. Conclusions: the study highlights the positive role of perceived emotional abilities in dealing with the unprecedented event represented by the COVID-19 pandemic, and in particular, in coping with anxiety related to lockdown and confinement. Their results highlight the importance of fostering emotional intelligence for navigating critical life events.