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Is passion important in the educational context? What are the benefits of passion? Is it possible to foster students' passion? What are the teachers' characteristics or behaviors that foster students' passion? The aim of this study was to answer this questions by a literature review, as well as to present a global and current picture about the role of passion in Education. Although research on passion is really recent and, therefore, still scarce, the literature reviewed showed a great variety of passion's outcomes, which highlights the importance it has in the educational context. We also tried to summarize the teachers' characteristics studied up to now that can foster the students' passion. We concluded by presenting the potential implications of the articles reviewed within education, and presenting the main conclusions of the review.

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Identifying teaching-related behaviors that prevail on students' optimal functioning has been a relevant research topic in recent years (Stroet et al., 2015a; Trautwein et al., 2015). Improving students' learning is a widespread educational concern, and previous literature has shown that teaching quality plays a key role enhancing students' learning and outcomes (Wallace et al., 2016). In this regard, previous studies have consistently shown what teachers do in the classroom meaningfully influence students' learning, and that having effective teachers eases students to reach their full potential (Maulana et al., 2015; Torrijos et al., 2018). However, there is a lack of sufficient literature regarding the specific behaviors of math teachers that impact on students' performance (Rimm-Kaufman et al., 2014). This deserves special attention for secondary education, since math abilities play a direct role in students' competences to be successful in school (Gaspard, 2015; Kosovich et al., 2015) and affect students' future academic and professional performance (Seaton et al., 2014). Moreover, at secondary education stage, students' interest in school usually lessens, and their math achievement gets significantly worse (Kiemer et al., 2015). This highlights the necessity of better knowing how