Psychological Dynamics of Anxiety Over Retirement Among Teachers: A Review of Emotional Intelligence, Social Support, and Self-Adjustment

Abstract

This study aims to examine the psychological dynamics of anxiety associated with retirement among teachers by reviewing the roles of emotional intelligence, social support, and self-adjustment. This study employed a library research method with a qualitative descriptive approach through the analysis of scientific journals, books, and psychological literature indexed in academic databases such as Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar, as well as relevant reference books, conference proceedings, and psychological literature. Data were collected through the processes of identification, selection, critical reading, and documentation of essential information from sources that met the predetermined inclusion and exclusion criteria. Subsequently, the data were analyzed descriptively to identify themes, concepts, and key findings related to the research focus.. The results indicate that emotional intelligence plays a significant role in emotion regulation, stress management, and psychological resilience during the transition to retirement. Social support from family members, colleagues, and the surrounding environment helps individuals feel secure, valued, and socially connected. Furthermore, self-adjustment enables teachers to adapt to lifestyle changes and post-retirement activities. The study concludes that retirement anxiety is a multidimensional phenomenon influenced by emotional, social, and adaptive factors. This study is limited by its reliance on secondary data from published literature; therefore, future research is recommended to conduct empirical investigations examining the effectiveness of pre-retirement counseling, emotional intelligence training, and social support enhancement programs in improving teachers’ psychological preparedness for retirement