Yingxiu Li, Xiang Wang, Junjun Chen, John Chi-Kin Lee, Zi Yan, Jian-Bin Li
{"title":"The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis","authors":"Yingxiu Li, Xiang Wang, Junjun Chen, John Chi-Kin Lee, Zi Yan, Jian-Bin Li","doi":"10.1007/s10648-024-09966-y","DOIUrl":null,"url":null,"abstract":"<p>This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study. The results reported the mean effect size of intervention on teacher well-being was significant (<i>g</i> = 0.35). The study quality (<i>F</i> = 5.38, <i>p</i> < .01), intervention type (<i>F</i> = 3.03, <i>p</i> < .05), and intervention duration (<i>F</i> = 2.80, <i>p</i> < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (<i>F</i> = 2.91, <i>p</i> < .01). This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented. </p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"67 1","pages":""},"PeriodicalIF":10.1000,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-024-09966-y","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study. The results reported the mean effect size of intervention on teacher well-being was significant (g = 0.35). The study quality (F = 5.38, p < .01), intervention type (F = 3.03, p < .05), and intervention duration (F = 2.80, p < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (F = 2.91, p < .01). This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented.
期刊介绍：
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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