Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses

Autor/inn/en	Beames, Joanne R.; Spanos, Samantha; Roberts, Anna; McGillivray, Lauren; Li, Sophie; Newby, Jill M.; O'Dea, Bridianne; Werner-Seidler, Aliza
Titel	Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 26 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beames, Joanne R.) ORCID (Spanos, Samantha) ORCID (Roberts, Anna) ORCID (McGillivray, Lauren) ORCID (Li, Sophie) ORCID (Newby, Jill M.) ORCID (O'Dea, Bridianne) ORCID (Werner-Seidler, Aliza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09720-w
Schlagwörter	Intervention; Mental Health; Teacher Burnout; Well Being; Teacher Attitudes; Anxiety; Depression (Psychology); Preservice Teachers; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Psychohygiene; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Angst; Elementary school; Grundschule; Volksschule; Lehrende
Abstract	This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01