Background: Contemporary teaching is no longer reducible to the delivery of subject content. Teachers are increasingly expected to assess learning authentically, regulate classroom emotions, sustain motivation under pressure, integrate evolving pedagogies, and maintain a coherent professional identity. The references provided for this article collectively suggest that emotional intelligence, psychological capital, assessment literacy, and teacher professional identity represent four interdependent pillars of effective teaching and professional growth. Yet, these constructs are often examined separately, leaving a conceptual gap in understanding how they interact to shape teacher development and educational outcomes.

Objective: This article develops a comprehensive integrative analysis of the relationships among emotional intelligence, psychological capital, assessment literacy, and professional identity in teaching and teacher education. It aims to synthesize existing scholarship into a coherent explanatory framework that clarifies how these constructs reinforce one another and influence teacher effectiveness, engagement, resilience, and student learning.

Method: The article adopts a qualitative integrative review design grounded strictly in the provided references. Through interpretive thematic synthesis, the study organizes the literature into interrelated domains: emotional and social competence, positive psychological resources, teacher assessment work, and identity formation. Methodological reflections regarding common method bias, conceptual overlap, and limitations of self-report traditions are also incorporated.

Results: The synthesis indicates that emotional intelligence supports teachers’ perception, regulation, and pedagogical use of emotion; psychological capital contributes hope, efficacy, resilience, and optimism; assessment literacy structures teachers’ evaluative judgment and formative decision-making; and professional identity provides coherence, meaning, and commitment. The literature suggests that these factors do not operate independently. Rather, emotional intelligence may strengthen assessment interactions and relational teaching; psychological capital may buffer stress and sustain professional agency; and both may contribute to identity consolidation. In turn, a stable professional identity may deepen commitment to formative assessment and continuous learning.

Conclusion: Teacher development is most convincingly understood as an integrated psychosocial and pedagogical process. Educational systems should move beyond fragmented competency models and instead design teacher preparation and professional development around the mutual reinforcement of emotional intelligence, psychological capital, assessment literacy, and professional identity.

Emotional intelligence, psychological capital, assessment literacy

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