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|a 10.1007/s10648-023-09720-w
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|a eng
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| 100 |
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|a Beames, Joanne R
|e verfasserin
|4 aut
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| 245 |
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|a Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers
|b Systematic Review and Meta-Analyses
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|c 2023
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|a Text
|b txt
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|a ƒaComputermedien
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|2 rdamedia
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|a ƒa Online-Ressource
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|a Date Revised 03.04.2023
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|a published: Print-Electronic
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|a Citation Status PubMed-not-MEDLINE
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|a © The Author(s) 2023.
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|a 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
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|a Supplementary Information: The online version contains supplementary material available at 10.1007/s10648-023-09720-w
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|a Journal Article
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|a Burnout
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| 650 |
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|a Mental health
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| 650 |
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|a Meta-analysis
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| 650 |
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|a Review
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| 650 |
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|a Teacher
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| 650 |
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|a Wellbeing
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| 700 |
1 |
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|a Spanos, Samantha
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Roberts, Anna
|e verfasserin
|4 aut
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| 700 |
1 |
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|a McGillivray, Lauren
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Li, Sophie
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Newby, Jill M
|e verfasserin
|4 aut
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| 700 |
1 |
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|a O'Dea, Bridianne
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Werner-Seidler, Aliza
|e verfasserin
|4 aut
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| 773 |
0 |
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|i Enthalten in
|t Educational psychology review
|d 1998
|g 35(2023), 1 vom: 19., Seite 26
|w (DE-627)NLM098206230
|x 1040-726X
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|g volume:35
|g year:2023
|g number:1
|g day:19
|g pages:26
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|u http://dx.doi.org/10.1007/s10648-023-09720-w
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